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Assessment Immersion Track: Assessment in Practice

Assessment Immersion Track: Assessment in Practice. A New Program of the ACRL Institute for Information Literacy Inaugural Program: December 4-7, 2008. Megan Oakleaf - Deb Gilchrist - Anne Zald - Lisa Hinchliffe. ACRL Institute for Information Literacy.

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Assessment Immersion Track: Assessment in Practice

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  1. Assessment Immersion Track: Assessment in Practice A New Program of the ACRL Institute for Information Literacy Inaugural Program: December 4-7, 2008 Megan Oakleaf - Deb Gilchrist - Anne Zald - Lisa Hinchliffe

  2. ACRL Institute for Information Literacy • Prepare librarians to become effective teachers of information literacy programs • Support librarians and other educators and administrators in playing leadership roles in the development and implementation of information literacy programs • Forge new relationships throughout the educational community to work towards information literacy curriculum development • Offer opportunities for growth and development in the changing field of information literacy dedicated to playing a leadership role in assisting individuals and institutions in integrating information literacy throughout the full spectrum of the educational process

  3. Programs • Immersion Program (Teacher and Program Tracks) – Began 1999 • Intentional Teacher – Began 2006 • Assessment Immersion – Begins 2008 • Best Practices (Now ACRL Instruction Section) • Information Literate Communities (2000-2001 ALA Presidential Initiative/Nancy Kranich)

  4. Teacher Information Literacy Learning Styles Learning Theory Assessment Pedagogy Presentation Creativity Instructional Scenario Program Information Literacy Leadership Frames Assessment Advocacy Innovation Action Plan Tracks Intentional Teacher • Critical Reflection Lens: • Autobiography • Student • Colleagues • Scholarship Teaching Philosophy More than 1500 participants in the past decade!

  5. Assessment Program • Librarian need and request driven • Intensive curriculum development process • Intentional selection of activities, environment, and “assignments” to create overall experience • Student/learning-centered assessment • Carefully articulated assumptions, philosophy, framework, and outcomes NEW!

  6. Driving Assumptions • Assessment requires us to clearly articulate our goals, whether those are expressed in terms of the learning that we want students to achieve or the impacts/outcomes that our programs will accomplish • Assessment is a developmental process critical to fostering instructional and program development as much as, or more than, instructional or program evaluation. 

  7. Assessment-as-Learning • Formative assessment - emphasized to explore its role in instructional and curricular design, in librarian/faculty skill development, and in development of information literacy programs. • Summative assessment - tools explored along with strategies for determining their appropriate application.  • Learning Outcomes are hopes for the future (not necessarily accomplishments of the moment). • Measurable and Judgable frameworks for consideration. Authentic assessments emphasized.

  8. Program Outcomes • Define assessment in terms of student learning in order to understand its relationship to good teaching, library viability, and change • Formulate a learning-centered philosophy of assessment in order to inform development of information literacy program elements • Explore and utilize multiple modes of assessment in order to build a culture of evidence upon which to base programmatic development and change • Critically examine a variety of assessment techniques and methodologies in order to evaluate them for application in your institutional setting • Examine the leadership role of the library in a collaborative information literacy assessment effort in order to build support and trust among the stakeholder groups at your institution

  9. The Design and “Feel” of Assessment Immersion • Intense - 3.5 (10-12 hour) days, work/play/eat/live together • Interactive – Innumerable activities: informational, playful, thoughtful, imaginative, reflective, experimental, creative • Intimate - 3 instructors, 45 participants* (1:15) • Intentional – purposefully designed schedule and “arc” of experiences, specific experiences, supportive risk-taking and experimentation * Selected by IIL Executive Committee

  10. Come Prepared to Explore, Leave Prepared to Succeed • Bring statement of issue/problem/area for exploration • Through activities/pedagogy/conversation/ collegiality/reflection, explore ideas/options/ opportunities/self. • Leave with deepened understanding of assessment and own context as well as an action plan to share with colleagues for review/validation/finalizing.

  11. YOUR Chance to Influence the Program!

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