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?"
| 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) |
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:
With that said, assessment can take a variety of forms (reflection, peer-feedback, etc.). Characteristically authentic assessment involves:
When boiled down, authentic assessment provides you a measure of learner progress, and provides the students a gauge of their understanding as well.
| 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 |
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