Henri Mondschein California Lutheran University January 7, 2010

 Explain the difference between indirect and direct assessment  Construct a curriculum map  Apply ACRL standards & learning outcomes  Create a “quick write” exercise to assess learning

“The systematic collection of data and information across courses, programs and the institution, as an integral part of teaching and learning used to help both, and an essential component of a college’s mission.” Morante, 2003

Student Perceptions of learning Self-assessments Focus groups Graduation rates Products of Student Learning Portfolios Signature assignments Capstone projects

Outcomes What do you want students to do? Curriculum What do the student s need to know? Pedagogy What is the learning activity? Assessment Criteria How will the students demonstrate the learning? How will I know how the students performed? Find three scholarly articles on topic How to use Academic Search Premier Short intro to database Teams researching topics Team debriefings Presentations Worksheet Citations Quick writes Scoring rubric Adapted from Kenney (2008)

Assessment Quick writes/quizzes SLO data for Educational Effectiveness Department Curriculum Maps/Collection Development Integrate IL into coursesLibrary resources Program Reviews Department chairsSubject liaisons

Student learning outcomes (SLOs)/Competencies Curriculum mapsAssessment instrumentsScoring rubrics

Courses Identify key courses for integrating information literacy Competen cies Determine IL competencies for each course SLOs Align ACRL standards/campus SLOs with competencies Instruction Review syllabi & course assignments Create lesson plans Assess ment Create quick writes, quizzes, exercises & scoring rubrics

Quick Write Problem- solving exercise 10 minutes BB Skylight Survey Monkey ACRL standards SLOs Scoring rubric

Rubistar: www.

Interactive Psychology Quick Write Quiz/Exercise :

 International students  Quarterly series  1 unit workshops American Classroom Research & Writing Critical & Creative Thinking

UNIQUE ISSUESSOLUTIONS  Language barriers  Learning styles  Plagiarism  Anxiety  Time  Identify clear learning outcomes  Enunciate carefully  Give precise instructions  Use emphasis in instructions  Give examples of plagiarism  Allow extra time for quizzes, in-class exercises  Provide opportunities for collaboration  Appointments/office hours

 Quick writes & quizzes are snapshots  Assess students over time  Create quiz items bank  Embed quiz items in course exams  Don’t try to assess every session

Avery, E. F. (2003). Assessing student learning outcomes for information literacy instruction in academic institutions. Chicago: Association of College and Research Libraries. Grassian, E. S., & Kaplowitz, J. R. (2009). Information literacy instruction: Theory and practice. New York: Neal-Schuman Publishers. Hernon, P., & Dugan, R. E. (2002). Outcomes assessment in your library. Chicago: American Library Association. Kenney, B. (2008). Revitalizing the one-shot instruction session using problem-based learning. Reference & User Services Quarterly, 47(4), Retrieved from Library Lit & Inf Full Text database. Morante, E. A., & College of the Desert, P. A. (2003). A handbook on outcomes assessment for two year colleges. Retrieved from EBSCOhost. Stevens, D. D., & Levi, A. (2005). Introduction to rubrics: An assessment tool to save grading time, convey effective feedback, and promote student learning. Sterling, Va: Stylus Pub.