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Library Instruction

This guide provides goals, activities, planning tools, and instruction resources for planning and delivering instruction at Brooks Library.

Assessment VS Evaluation

Evaluation is feedback on how you as the presenter did. Think of it as the mechanics of how the session went. Evaluation is usually completed by the faculty member who brought their class in, or one of your peers. An evaluation form would feature a question like "Was the presenter knowledgeable?"

Assessment is used in gauging what the students/learners understood from the session. When creating student assessments, be sensitive to making sure what you ask reflects material that was covering in class. An assessment question might look something like "When using Boolean operators, will using 'AND' give me more or less results?"

Types of Assessment

Pre-assessment Occurs before a lesson/session
Formative

Concerns monitoring student learning, creating opportunities for students to identify their strength and weakness on presented material

Summative

Concerns evaluating student learning, creating occassions to explain, demonstrate, or show that they have mastered a concept

Confirmative

Concerns the long-term effectiveness of the instruction (generally not used for one-shot library instruction)

Authentic Assessment

As an instructor, you want "evidence of impact", but the art of assessing students can feel out of place in a one-shot library session. However, when the assessment becomes a learning tool as part of the lesson, it doesn't feel so out of place. To accomplish this, your assessment should be:

  • Learner focused and relevant to what they need to know
  • Nonarbitrary, based on concepts that were discussed in class
  • Rich learning opportunities

With that said, assessment can take a variety of forms (reflection, peer-feedback, etc.). Characteristically authentic assessment involves:

  • More than one right answer/approach
  • Decision making
  • The realization of other questions

When boiled down, authentic assessment provides you a measure of learner progress, and provides the students a gauge of their understanding as well.

Assessment Scenarios

Assessment Description

Think, Pair, Share

(10-15 min)

1) Students write their response to the question(s) individually 2) Pair up with a neighbor and discuss 3) Share and discuss with the group 
Muddiest Point At the end of class, learner writes down an issue about the subject content that is still unclear to them. Can be shared and addressed in class, or the instructor can respond to qustions in a follow up email to the class.
One Sentence Paper At the end of class, students write a short summary of a topic or respond to a concluding question. Ex: "Give the resource of [resource citation], and the databases we discussed today, where would you look first and why?"
Polling As a question of the class based off of something covered in the session. Good for multiple choice/true-false questions. Easy to do with classroom clickers, but can be done with paper or hand-raising

Worksheets/

Guided Activities

Often completed during a class activity and are created to compliment or explore material in class

Creating Illustrations/

Representations

Student create a respresentation/ilustration of a concept in class. Draw a research cycle or fill in sections of a pre-created cycle of stages with the correct information

3, 2, 1 paper

(10 min)     

Student writes down 3 things they learned today, 2 things that are still confusing, and 1 thing they would like to know more about