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Source Code: Assessing Cited References to Measure Student Information Literacy Skills

Source Code: Assessing Cited References to Measure Student Information Literacy Skills. Dale Vidmar Information Literacy and Instruction Librarian Southern Oregon University vidmar@sou.edu http://webpages.sou.edu/~vidmar /oils2014 /vidmar.pptx Oregon Information Literacy Summit

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Source Code: Assessing Cited References to Measure Student Information Literacy Skills

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  1. Source Code:Assessing Cited References to Measure Student Information Literacy Skills Dale Vidmar Information Literacy and Instruction Librarian Southern Oregon University vidmar@sou.edu http://webpages.sou.edu/~vidmar/oils2014/vidmar.pptx Oregon Information Literacy Summit Linn Benton Community College Albany, Oregon May 10, 2014

  2. Differentiate scholarly and relevant high quality sources. • Analyze citations included in papers to determine students’ ability to find and evaluate information sources. • Synthesize information gathered from references to draw conclusions about instructional and program effectiveness. Learning Outcomes: Participants will be able to:

  3. Institutional Assessment Program Effectiveness Accountability/Comparability Student Achievement Learning/Improvement • Accreditation • Program Review • Effectiveness • Efficiency Direct Indirect Student Work/Performance Student Perceptions • Exams • Papers • Presentations • Projects • Portfolios • Surveys • Informal observation • Interviews • Course evaluations • Self-assessment Embedded Standardized • CATs • Work samples (Capstones) • Artifacts – Papers, Presentations, etc. • CLA • NSSE • LibQual • SAILS

  4. Where Does the Library Fit Into Institutional Assessment?

  5. Institutional Assessment Program Effectiveness Accountability/Comparability Student Achievement Learning/Improvement • Accreditation • Program Review • Effectiveness • Efficiency Direct Indirect Student Work/Performance Student Perceptions • Exams • Papers • Presentations • Projects • Portfolios • Surveys • Informal observation • Interviews • Course evaluations • Self-assessment Embedded Standardized • CATs • Work samples (Capstones) • Artifacts – Papers, Presentations, etc. • CLA • NSSE • LibQual • SAILS

  6. Institutional Assessment Program Effectiveness Accountability/Comparability Student Achievement Learning/Improvement • Accreditation • Program Review • Effectiveness • Efficiency Direct Indirect Student Work/Performance Student Perceptions • Exams • Papers • Presentations • Projects • Portfolios • Surveys • Informal observation • Interviews • Course evaluations • Self-assessment Embedded Standardized • CATs • Work samples (Capstones) • Artifacts – Papers, Presentations, etc. • CLA • NSSE • LibQual • SAILS

  7. How?

  8. Foundational Goals – integrated throughout the curriculum from first-year to graduation. • Communication – written and oral • Critical thinking • Information literacy 1) Align Learning Outcomes

  9. Foundational Goals – integrated throughout the curriculum from first-year to graduation. • Communication – written and oral • Critical thinking • Information literacy 1) Align Learning Outcomes

  10. For example: • Multiple choice tests are a better measurement of factual knowledge. • Performance tasks are a more effective measurement of procedural skills and higher order thinking. Assess What is Valued

  11. Do not try to assess everything all the time. • Assessment done well can become an all-encompassing job for people with a full-time job already. • Be flexible and listen to others. • Synchronize assessments to function at more than one level. Keep it Simple

  12. Assess actual student work—embedded assessments. • Assess work samples in which students have a vested interest in completing to the best of their ability. Make It Relevant

  13. Source Code: Citation Analysis – measure students ability to access and evaluate information through an analysis of the cited references used in a research paper or project such as a capstone paper.

  14. Source Code: Rubric designed to review sources without reviewing how those sources are used within the body of the paper. Reviewers will have the first page of the paper in order to see the topic, thesis statement, and purpose.

  15. Form a group of three or four. • Individually read over the first page of the paper and the list of references. • Use the rubric to evaluate the list of references. • Mark a score from 1 to 4 on the scoring sheet for each of the six proficiencies. • You will have six scores for each paper. • As a group, discuss your scores to achieve a concensus scores. Let’s Give it a Try

  16. What do the sample references/citations say about student learning—information literacy outcomes? Source Code:

  17. What conclusions could we draw about the library instruction program as well as the institutional and departmental outcomes based on the student work samples? Source Code:

  18. Questions/Comments?

  19. Source Code:Assessing Cited References to Measure Student Information Literacy Skills Dale Vidmar Information Literacy and Instruction Librarian Southern Oregon University vidmar@sou.edu http://webpages.sou.edu/~vidmar/oils2014/vidmar.pptx Oregon Information Literacy Summit Linn Benton Community College Albany, Oregon May 10, 2014

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