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F ollow the R ubric R oad Assessing the Librarian Instructor

F ollow the R ubric R oad Assessing the Librarian Instructor. Ned Fielden San Francisco State University San Francisco, California . Case Study Assessment of Librarian Instructors. Literature Review Theoretical Issues Rubric Design and Implementation

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F ollow the R ubric R oad Assessing the Librarian Instructor

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  1. Follow the Rubric RoadAssessing the Librarian Instructor Ned Fielden San Francisco State University San Francisco, California

  2. Case StudyAssessment of Librarian Instructors • Literature Review • Theoretical Issues • Rubric Design and Implementation • Preliminary Evaluation

  3. Instructor AssessmentSeveral Methods • Classroom Visitation • Supervisor (higher in hierarchy) • Peer Colleague • Surveys • Performance Assessment (Learning outcomes of students assessed)

  4. Institutional Need for Instructor Assessment • Retention of probationary candidates, Tenure and Promotion • CSU as public institution, criteria based, strict rules about personnel review • Summative vs. formative assessment

  5. Faculty Status • Over 60% of Academic Librarians Nationally have Faculty Status • 45% ARL Libraries • 70% Non-ARL Libraries • Best & Kneip, C&RL, 3/2010 • Approximately 40% • Parks & Riggs, JAL, 5/1993

  6. Process • Literature Review • Identify Suitable Mechanism for Review • Create Draft • Consult with Library Education Committee • Formally Adopted by Library Faculty

  7. Rubrics • Powerful, easy to use, standardized • Considerable literature on rubric use for students/programs/outcomes • Little on library instructor usage

  8. Value of Rubrics • Standardised • Easy to use (minimal training) • Insures all criteria of review met • Possibilities of quantitative data analysis, introduction of new values • Can be employed both for summative and formative assessment

  9. Rubric Basics • Glorified “checklist”, annotated to establish criteria, distinct items

  10. Rubric Complexity Design can reflect highly nuanced categories *Oakleaf, M.L., 2006. Assessing information literacy skills, Dissertation, University of North Carolina.

  11. Two Types of Researchers

  12. Types of Rubrics • Analytic • Specific Criteria • Isolated Facets • Capacity for Highly Granular Scoring Analytic rubrics “divide … a product or performance into essential traits or dimensions so that they can be judged separately…” * • Holistic • Big Picture • Fuzzier Focus “overall, single judgment of quality” * *Arter and McTighe, Scoring rubrics, 2001.

  13. Rubric Design • What criteria to include • Opportunity to introduce specific values in program • Involvement of all constituents (evaluators/evaluatees)

  14. Rubric Implementation • Formative • Raw data given to candidate • Pre- and post-consultation • Candidate to use data however desired • Summative • Framework for formal letter for RTP file

  15. Summary • Powerful, easy to use tool, levels playing field, highly customizable • Issues of mixing formative and summative functions

  16. Further Study • Explore different varieties of instructor assessment tools • Test different rubrics • Establish balance point between depth of data and ease of use • Evaluate outcomes

  17. Follow the Rubric RoadAssessing the Librarian Instructor • Bibliography • http://online.sfsu.edu/ ~fielden/rbib.html • Sample Rubric • http://online.sfsu.edu/ ~fielden/rubrics.html Ned Fielden San Francisco State University fielden@sfsu.edu

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