Strategies for Holistic Assessment of Student IL Learning
-
Upload
char-booth -
Category
Education
-
view
393 -
download
0
description
Transcript of Strategies for Holistic Assessment of Student IL Learning
for holistic assessment of student IL learning
S T R A T E G I E S
for holistic assessment of student IL learning
S T R A T E G I E S
C H A R B O O T H
T H E C L A R E M O N T C O L L E G E S L I B R A R Y
for holistic assessment of student IL learning
S T R A T E G I E S
C H A R B O O T H
T H E C L A R E M O N T C O L L E G E S L I B R A R Y
S A R A L O W E S E A N S T O N E
N A T A L I E T A G G E D A N I B R E C H E R
holistic assessment of student IL learning
*
holistic assessment of student IL learning
*
holistic assessment of student IL learning
*
a u t h e n t i c
d i f f e r e n t i a t e d
i n t e g r a t e d
holistic assessment of student IL learning
*
holistic assessment of student IL learning
*
holistic assessment of student IL learning R U B R I C S
*
holistic assessment of student IL learning R U B R I C S
*
holistic assessment of student IL learning R U B R I C S
* M A P P I N G
{ }I L i n f r a s t r u c t u r e
R U B R I C S
M A P P I N G
{ }T H E C L A R E M O N T C O L L E G E S
I L i n f r a s t r u c t u r e
{ }T H E C L A R E M O N T C O L L E G E S
{ } T H E L I B R A R Y
{ }
{ }I L i n f r a s t r u c t u r e
?
{ }?does your campus/institution have an infrastructure for I L A S S E S S M E N T ?
D I S C U S S :
{ }?does your campus/institution have an infrastructure for I L A S S E S S M E N T ?
is it adequate to achieve your STRATEGIC GOALS?
D I S C U S S :
{ }R U B R I C S
M A P P I N G
{ }
{ }C O N T E X T U A L / C U L T U R A L I N V E S T I G A T I O N
{ }C O N C E P T / M I N D M A P P I N G
m i n d o m o . c o m
{ }C O N C E P T / M I N D M A P P I N G
K N O W L E D G E M A N A G E M E N T
{ }C O N C E P T / M I N D M A P P I N G
K N O W L E D G E M A N A G E M E N T
{ }C O N C E P T / M I N D M A P P I N G
K N O W L E D G E M A N A G E M E N T
C U R R I C U L U M V I S U A L I Z A T I O N
c a t a l o g s s c h e d u l e s w e b s i t e s
C U R R I C U L U M V I S U A L I Z A T I O N
c a t a l o g s s c h e d u l e s w e b s i t e s
C U R R I C U L U M V I S U A L I Z A T I O N
C U R R I C U L U M V I S U A L I Z A T I O N
C A M P U S
P R O G R A M
R E Q U I R E M E N T S
O B J E C T I V E S / O U T C O M E S
A N N O T A T I O N S
S C A L I N G U P : I M L S S P A R K S ! G R A N T
T E M P L A T E S , S U P P O R T , & T R A I N I N G
I D E N T I F Y I N G S C A F F O L D E D I L S E Q U E N C E
A L I G N I N G P A S T P R A C T I C E T O F U T U R E T A R G E T S
A L I G N I N G P A S T P R A C T I C E T O F U T U R E T A R G E T S
D I S C I P L I N A R Y F A C U L T Y I L F O R U M S
I N S I G H T +
S T R A T E G Y
I N S I G H T +
S T R A T E G Y
{ }I L i n f r a s t r u c t u r e
R U B R I C S
M A P P I N G
{ }c u s t o m i z e d R O A D M A P S o f l e a r n e r C O M P E T E N C I E S
R U B R I C S
L I B R A R Y I L D E F I N I T I O N
I L P E R F O R M A N C E P E R C E P T I O N S G A P
0%
20%
40%
60%
80%
100% Fa
culty
Stu
dent
Facu
lty
Stu
dent
Facu
lty
Stu
dent
Facu
lty
Stu
dent
Facu
lty
Stu
dent
Facu
lty
Stu
dent
Write annotated
bibliographies
Provide proper
attribution to source
materials in their academic
work
Use sources to further an argument/
thesis
Evaluate sources to
determine if they are
authoritative
Differentiate between types of information sources (e.g.,
scholarly v. popular
literature, fact v. opinion)
Effectively use Library
databases, catalog(s), and other
information resources to find relevant
source material
Excellent/Very High
Above Average/High
Average/Moderate
Below Average/Low
Poor/None
I L P E R F O R M A N C E P E R C E P T I O N S G A P
0%
20%
40%
60%
80%
100% Fa
culty
Stu
dent
Facu
lty
Stu
dent
Facu
lty
Stu
dent
Facu
lty
Stu
dent
Facu
lty
Stu
dent
Facu
lty
Stu
dent
Write annotated
bibliographies
Provide proper
attribution to source
materials in their academic
work
Use sources to further an argument/
thesis
Evaluate sources to
determine if they are
authoritative
Differentiate between types of information sources (e.g.,
scholarly v. popular
literature, fact v. opinion)
Effectively use Library
databases, catalog(s), and other
information resources to find relevant
source material
Excellent/Very High
Above Average/High
Average/Moderate
Below Average/Low
Poor/None
* * * * * *
* * * * *
C A M P U S - L E V E L I M P L E M E N T A T I O N
S C R I P P S P I T Z E R
P O M O N A
C G U
H M C
K G I C M C
Grassroots/consensus governance with robust committee structure
Pitzer College
Consensus-
based governance
without much committee structure
Scripps College
Faculty
committees with strong
departmental autonomy
Pomona College
Top-down/federated
states governance
Claremont Graduate University
Faculty-
committee-based
governance
Harvey Mudd College
Small/agile/progressive
committee of core faculty
Keck Graduate
Institute
Top-down
governance/assessment
driven
Claremont McKenna College
Grassroots/consensus
governance with robust
committee structure
Pitzer College
Consensus-
based governance
without much committee structure
Scripps College
Faculty-
committee-based with
strong department
decision making Pomona College
Top-down/
federated states governance
Claremont Graduate University
Faculty-
committee-based
governance
Harvey Mudd College
Small/agile/progressive
committee of core faculty
Keck Graduate
Institute
Top-down
governance/assessment
driven Claremont McKenna College
SU 2012: Director of Assessment meets with librarians to
discuss IL assessment options
SU 2012: Librarians edit Carleton College
Rubric to create Rubric v1.1
SU 2012: Librarians
score First Year Seminar papers (FYS)
using Rubric v1.2
FA 2012: Faculty incorporate Rubric
v1.4 into FYS
FA 2012: Librarians score capstone
papers with Rubric v1.4
SU 2014: Library uses AiA Rubric to evaluate student IL
skills
FA 2012: Writing 50 (first-year seminar)
faculty score papers using Rubric 2012/2013
SU 2014: Library
uses 5-part Rubric to evaluate student IL
skills
Future: Hopeful integration of
2013-14 IL Rubric into capstone
evaluation
SU 2011: Environmental
Analysis (EA) Rubric created based on Drake Univ. Rubric
SU 2011: Discussions with faculty improve rubric & EA program
FA 2011/FA 2012: EA Rubric used to
develop IL instruction for EA senior thesis
students
SP 2013: Librarians/faculty use Rubric
2012/2013 to evaluate sample EA theses from three
prior years, submits to WASC
SU 2013: Library uses AiA Rubric to evaluate student IL
skills
SU/FA 2012: Rubric v1.4 discussed at all
departmental meetings
SP 2013: Dean requests Rubric 2012/2013 as
foundation for an IL instruction session in
methods course / leads to development
of IL Labs pilot
SP 2013: 5-Part Rubric provides foundation for
developing five core learning outcomes for
IL Labs pilot
Future: Planning for potential integration
of Rubric into a Canvas course pilot
as a sample evaluation object, and a Thesis/Dissertation
evaluation project
FA 2012: Librarians and ALO attend
WASC Accreditation Retreat on Core Competencies:
Critical Thinking and Information Literacy
FA 2012: Librarians
present Rubric 2012/13 to Assessment Committee
FA 2012: Committee interested in training upper class “peers” in
using rubric to evaluate clinic work
SU 2014: Library uses AiA Rubric to evaluate student IL
skills
Future: Hopeful integration of
2013-14 IL Rubric into clinic evaluation
FA 2012: Librarians and ALO attend
WASC Accreditation Retreat on Core Competencies:
Critical Thinking and Information Literacy
FA 2012: Map and
integrate Rubric v1.? into existing rubrics for some programs
SP 2013: Begin using
updated rubrics as part of an overall
program to increase rubric use in more
classes
Future: IL Rubric data needs to be gathered
and assessed. Rubrics are being
adopted/developed for the new
BioPharmacy program
FA 2012: Assessment
committee adopts Rubric 2012/2013
FA 2012: Keck
Science Dept. adopts Rubric 2012/2013
SP 2013: Library
scores senior theses using Rubric 2012/2013
SP 2013: Keck
Science Dept. scores senior theses using Rubric 2012/2013
SU 2014: Library uses AiA Rubric to evaluate student IL
skills
Future: Hopeful integration of
2013-14 IL Rubric into capstone
evaluation
{ }?D I S C U S S :
how would you characterize y o u r o r g a n i z a t i o n a l s t r u c t u r e / c u l t u r e ?
( h o w ) a r e d e c i s i o n s a b o u t I L a s s e s s m e n t m a d e & i m p l e m e n t e d ?
S P E C I F I C R U B R I C A P P L I C A T I O N S
• F i r s t - y e a r s e m i n a r p a p e r e v a l u a t i o n
• S e n i o r c a p s t o n e / t h e s i s e v a l u a t i o n
• C a m p u s e s a c c r e d i t a t i o n a s s e s s m e n t
• A s s e s s m e n t i n A c t i o n ( 2 0 1 3 - 1 4 )
S P E C I F I C R U B R I C A P P L I C A T I O N S
• F i r s t - y e a r s e m i n a r p a p e r e v a l u a t i o n
• S e n i o r c a p s t o n e / t h e s i s e v a l u a t i o n
• C a m p u s e s a c c r e d i t a t i o n a s s e s s m e n t
• A s s e s s m e n t i n A c t i o n ( 2 0 1 3 - 1 4 )
5 C O L L E G E S = 5 F I R S T Y E A R S E M I N A R P R O G R A M S
Research Question “What impact (if any) does librarian intervention in first-year courses have on IL performance in student work?”
Methodology
1. None = no faculty collaboration with librarian 2. Low = Traditional One-Shot 3. Moderate = multiple sessions, moderate syllabus/assignment collaboration 4. High = multiple sessions, online tutorial & quiz, significant syllabus/assignment collaboration
Collaboration Levels
• First-Year Student Papers coded by Level of Librarian Collaboration in Course • Rubric Evaluation (http://bit.ly/ccl-ilrubric) of papers • 4 Liberal Arts College First-Year Seminar/ Experience programs > Claremont McKenna College, Pitzer College, Pomona College, Scripps College (coded in results for anonymity) ; Results from fifth college, Harvey Mudd, still being coded
• 416 papers; 14 interrater pairs (Jan-May, 2014)
report and data - libguides.libraries.claremont.edu/AiA
R U B R I C S { }f a c u l t y / l i b r a r i a n c o l l a b o r a t i o n
M U T U A L U N D E R S T A N D I N G
i m m e d i a t e a s s e s s m e n t t o o l
L O N G - T E R M F R A M E W O R K
m a p p i n g
r u b r i c s
T A R G E T E D I N S T R U C T I O N
S T U D E N T C O M P E T E N C I E S
R E S O U R C E S C A L A B I L I T Y
E V A L U A T I O N
I L i n f r a s t r u c t u r e
E V A L U A T I O N
C O L L A B O R A T I O N
I L i n f r a s t r u c t u r e
I L i n f r a s t r u c t u r e
E V A L U A T I O N
C O L L A B O R A T I O N
A D V O C A C Y
R E S O U R C E S
ea cu r r i cu l um ma p : e a . po mo na . edu/ea -5c -p ro g ra m-ma p/
cc l i l p r o g ra m do cu me n ts : l i b r a r i e s . c l a r e mo n t . e du / i n f o rma t i o n l i t e r a cy/
A i A p r o j e c t a n d d a t a : l i b g u i d e s . l i b r a r i e s . c l a r e m o n t . e d u / A i A
D e g r e e s o f I m p a c t : A n a l y z i n g t h e E f f e c t s o f P r o g r e ss i v e L i b r a r i a n Co u r se C o l l a b o r a t i o n s o n S t u d e n t P e r f o r m a n c e . W i t h M . S a r a L o w e , N a t a l i e T a g g e , a n d S e a n M . S t o n e . C o l l e g e & R e s e a r c h L i b r a r i e s . A c c e p t e d : J u n e 2 6 , 2 0 1 4 ; A n t i c i p a t e d P u b l i c a t i o n D a t e : J u l y 1 , 2 0 1 5 .
S l i d e 4 1 Ad a p te d f r o m Ta g g e , N a ta l i e ; Bo o th , Cha r ; Cha p p e l l , A l e x a n d r a ; Lo we , M . S a ra ; a n d S to n e , S ea n M . , " Cho o se Yo u r Own Adven tu re : I n t eg ra t i n g a n I n f o r m a t i o n L i t e r a c y R u b r i c i n t o S e v e n ( V e r y ) D i f f e r e n t C o l l e g e s " ( 2 0 1 3 ) . L i b r a r y S t a f f P u b l i c a t i o n s a n d R e s e a r c h . P a p e r 1 7 . h t t p : / / s c h o l a r s h i p . c l a r e m o n t . e d u / l i b r a r y _ s t a f f / 1 7
S l i d e s 4 6 a n d 4 8 a d a p t e d f r o m L o w e , M . S a r a ; B o o t h , C h a r ; S t o n e , S e a n M . ; T a g g e , N a t a l i e ; C h a p p e l l , A l e x a n d r a ; a n d B u r r o w , G a l e , " L i b r a r i a n s M a t t e r ! I m p a c t o n F i r s t - Y e a r I n f o r m a t i o n L i t e r a c y S k i l l s a t 5 C o l l e g e s " ( 2 0 1 4 ) . L i b r a r y S t a f f P u b l i c a t i o n s a n d R e s e a r c h . P a p e r 2 2 . h t t p : / / s c h o l a r s h i p . c l a r e m o n t . e d u / l i b r a r y _ s t a f f / 2 2
c h a r b o o t h @ g m a i l i n f o m a t i o n a l . c o m @ c h a r b o o t h
C H A R B O O T H
D I R E C T O R r e s e a r c h , t e a c h i n g
& l e a r n i n g S E R V I C E S
c l a r e m o n t c o l l e g e s L I B R A R Y
s l i d e s h a r e . n e t / c h a r b o o t h