By Carolyn Radcliff, Mary L. Jensen, Joseph A. Salem Jr., Kenneth J. Burhanna, Julie A. Gedeon
Details literacy evaluate applies to a few contexts within the greater schooling enviornment: institutional curricula, details literacy courses, info literacy classes, course-integrated info literacy guide, and stand-alone details literacy workshops and on-line tutorials. This sensible advisor presents an summary of the review technique: making plans; choice and improvement of instruments; and research and reporting of information. An assessment-decision chart is helping readers fit applicable evaluation instruments and methods with studying results and educational settings. review instruments, prepared by means of kind, are followed by means of case reviews. quite a few info literacy criteria are referenced, with emphasis given to ACRL's info Literacy Competency criteria for larger schooling.
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Additional resources for A Practical Guide to Information Literacy Assessment for Academic Librarians
If you are doing even the smallest amount of group work during an instruction session, establishing the partnerships or groups at the beginning of the class can save time later. If you have a class of 25 or 30, place one square of colored paper on each desk, table, or chair where the students will be sitting, with each color representing a group. This avoids confusion when there are uneven numbers of students and reduces the chaos of having students choose their own groups. Later, you can just tell students to group themselves by the color of the paper in front of them.
A. (2003). Classroom assessment: A practical guide for educators. Los Angeles, CA: Pyrczak Publishing. Oosterhof, A. (2001). Classroom applications of educational measurement. Upper Saddle River, NJ: Merrill. Rinvolucri, M. (2003). How I pay attention in class. Essential Teacher, 1(1), 51–53. Taylor, G. R. (2003). Informal classroom assessment strategies for teachers. Lanham, MD: Scarecrow Press. 5 Classroom Assessment Techniques Indicators: Requires little time Requires little money Level of assessment: Classroom Domain: Affective, Cognitive Easy access to participants Little or no need for faculty collaboration No outside expertise needed Key Characteristics: • • • • • • Used in classroom settings or as follow-up to instruction session.
For example, suppose you have just delivered a lesson on truncating search terms for an online catalog search and have asked students to try truncating a few terms themselves. You will immediately observe students’ facial expressions as they address the problem at hand. Confused looks may indicate that you might want to repeat the instructions or be prepared to assist certain students during the exercise. We should also note that this form of observation is spontaneous and unstructured, differentiating it from other more formal types of observation that involve recording observations and monitoring them via checklists and rating scales.
A Practical Guide to Information Literacy Assessment for Academic Librarians by Carolyn Radcliff, Mary L. Jensen, Joseph A. Salem Jr., Kenneth J. Burhanna, Julie A. Gedeon