1. Module 4
Assessment
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2. 4 types
Placement
Formative
Diagnostic
Summative
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3. Libraries Evaluation of instructional session
Evaluation of the librarian
Evaluation of student learning
Evaluation of the library program
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4. Assessment Certain tests disadvantage particular groups of thinkers
Skills
Degree of Competency (Rubric)
Portfolio assessment elementary sample
Reflection and evaluation
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5. 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):
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6. Failure to recognize incompetence
Lack of negative feedback
Negative feedback without explanation
Task or setting precludes getting self-correcting information`
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7. Competence (William Howell - Education Philosophy) Assessment *
Unconscious Competence
Conscious Competence
Unconscious
Incompetence
Conscious
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8. Testing competencies Our Survey PPT 2001 Expert 2 Intermediate 7
Beginner 8
Novice 5
Unknown 8
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9. 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
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10. FITness – Survey of 40 CSE 100 Students
Majority were computer users
(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
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11. 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
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12. 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
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13. Fundamental Concepts
Key attributes of Computers, Systems, and Networks
Digital representation (encoding and format)
Information organization
Social impact of information technology
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14. 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
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15. 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
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16. 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
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