Many of us assess our library instruction classes constantly, but do not think of it as such. If you ask for a show of hands or have the students complete an exercise or worksheet, you are assessing.
Competency or Satisfaction?
Competency assessment looks for evidence of student learning. Satisfaction assessment looks for evidence of faculty and/or student satisfaction with your session. This page talks about competency assessment. (The "After the Session" tab deals with satisfaction assessment -- both are important so try for a mix!).
Methods of competency assessment:
The above methods are what we will use most often because they are examples of formative assessment. Formative assessment is rather low-stakes and help students and instructors identify their strengths and weaknesses in learning a skill. However, if you have a good relationship or collaboration with a faculty member, you may also be able to look at summative assessments: high stakes assignments that evaluate student learning at the end of the term.
Summative assessments might include:
Below are detailed descriptions of how you might use these methods.
Ummm . . . How do I assess quizzes, worksheets, and exercises?
3. Minute-papers or Minute Class Assessment
- Write down one thing you learned. Write down one thing that is still unclear.
- Ask them this and call on students to briefly answer.
- Based on what you learned today, what will you do differently next time you do research for an assignment?
- Or, similar to a quiz, ask them a quick response when you haven't prepared a quiz. Where do you go to find a book on the library's website? (Catalog) What information do you need to locate it? (Call number). Assess like a quiz.
It seems random. How do I assess?
This method may be the least accurate; however, it may be the best way to assess classes where you want to give them time to research their own topics in their own way (the students may be at different phases of the research process).
How do I do it?
There is no one-way to do this, sorry!
*See also "Active Learning" in this tab for ideas about Group Work/Interactions
Working with faculty is often the best way to see if the research skills taught have been retained by students.
If you are comfortable with asking, see if a faculty member uses a rubric to grade research assignments. If so, is there a portion of the rubric devoted to information literacy skills (e.g., quality of sources, citation accuracy, etc)? Ask if she would be comfortable sharing those anonymously. Record results/strengths/weaknesses and how you might improve your instruction.
See if a faculty member will share Reference & Works Cited pages from student research papers and the coinciding grades. Can you tell anything from this information?
Use the documents below to refresh your training!