Module 4 Assessment Lorraine Bruce

4 types Placement Formative Diagnostic Summative Lorraine Bruce

Libraries Evaluation of instructional session Evaluation of the librarian Evaluation of student learning Evaluation of the library program Lorraine Bruce

Assessment Certain tests disadvantage particular groups of thinkers Skills Degree of Competency (Rubric) Portfolio assessment elementary sample Reflection and evaluation Lorraine Bruce

Self-Assessment of Competence Above-average effect – Failure to recognize poor performance leads to assumption of strong performance False-consensus effect – “Everyone can do this;” underestimate one’s abilities Justin Kruger and David Dunning, “Unskilled and Unaware of It: How Difficulties in Recognizing One’s Own Incompetence Lead to Inflated Self-Assessments,” Journal of Personality and Social Psychology 77 (1999): 1121-1135. Lorraine Bruce

Failure to recognize incompetence Lack of negative feedback Negative feedback without explanation Task or setting precludes getting self-correcting information` Lorraine Bruce

Competence (William Howell - Education Philosophy) Assessment * Unconscious Competence Conscious Competence Unconscious Incompetence Conscious Lorraine Bruce

Testing competencies Our Survey PPT 2001 Expert 2 Intermediate 7 Beginner 8 Novice 5 Unknown 8 Lorraine Bruce

FITness: Fluency in Information technology 1997 National Science Foundation grant CSE A summit held at the University of Washington on February 8, 1999 Measured: Attitude scales Confidence scales Lorraine Bruce

FITness – Survey of 40 CSE 100 Students Majority were computer users E-Mail (92.5%) Word Processing (80%) Nana Lowell and Larry Snyder, Fluency with Information Technology (CSE 100): Student Response [Research report] (Office of Educational Assessment, University of Washington, 1999), available online http://www.washington.edu/oea/9915.htm. Lorraine Bruce

The FITness Report Three types of knowledge Fundamental concepts - Skills Contemporary skills – ability to use hardware and software Intellectual Capability – apply information technology in complex, sustained situations BeneFIT Committee on Information Technology Literacy, Being Fluent with Information Technology [Report] (Washington D.C.: National Research Council, 1999), available online http://books.nap.edu/html/beingfluent/. Lorraine Bruce

Intellectual Capability Engage in sustained reasoning Define and clarify a problem Plan, execute, and evaluate a solution Organize and navigate information structures Evaluate information Test solutions Communicate Lorraine Bruce

Fundamental Concepts Key attributes of Computers, Systems, and Networks Digital representation (encoding and format) Information organization Social impact of information technology Lorraine Bruce

Contemporary skills Set up a computer and use the operating system Create text, charts and table, images, and databases Connect a computer to a network Communicate with others using a computer Use documentation to learn Lorraine Bruce

Contemporary skills setting up a computer and use the operating system creating text, charts and table, images, and databases connecting a computer to a network communicate with others using a computer using social media uploading pictures publishing and streaming video Lorraine Bruce

How do we assess? Clear objectives with gradual steps that build on content will be the basis Know what you are looking for and observe visible changes of behavior and skill Ask them to explain the new concept in their own words Get them to teach another person that new skill Traditional written evaluations where participants judge their own learning Quick quiz at the end Asking questions throughout Rubric Lorraine Bruce