2016 Summer Instruction Camp Day 2

Evaluation of Learning Assessments – Gamified!

Building on day 1 of camp, we began our session with a brief self-assessment: What are three signs of a good assessment? Here are some of the individual responses: aligned with learning outcomes, integral to the learning task, matched with pedagogy, measurable, answers the “so what” question, addresses something that can be improved, benefits multiple stakeholders, scalable, can be chunked, reproducible, trustworthy, transparent, and includes a feedback loop.

To help us better evaluate our learning assessments, my colleague Kristin Woodward presented the why and how of rubrics. You will want to use a rubric to evaluate a learning activity (assessment) that is open-ended, complex, and authentic. Why? Because these type of tasks do not have discrete outcomes; the learning or behavior being evaluated has many features and attributes. Rubrics are also helpful tools for making the learning explicit and transparent to the learner which can help build trust between the learner and the instructor. Rubrics, just like learning outcomes, can be be used to design the instruction and the assessment. Kristin provided us with a helpful handout that merges the Understanding by Design “Egg” aligned with types of assessments. Wiggins_McTighe_Priorities_and_AssessmentsAt our very first summer instruction camp in 2012 we explored the concept of backward design – developing lesson plans based on learning outcomes, not content. You can extend that principle to develop learning activities based on the criteria you want learners to demonstrate. How? Assess your learning task with the rubric. Does your learning task match the criteria you expect students to exhibit? If not you should consider adjusting either your learning task or your rubric.

Campers then had the opportunity to work with a rubric to evaluate a lesson plan and learning task by playing a game designed in-house by our colleagues Anna Michelle Martinez Montavon and Tyler Smith. Using the Information Literacy #Mashup Rubric Kristin created based on the AAC&U VALUE Rubrics for Information Literacy, Critical Thinking, and Integrative Learning, we worked to rebuild our kingdoms that had been attacked by monsters. Mashup_Rubric

The Game Play
Your kingdom is under attack by monsters and your castle is in ruins. Reclaim and rebuild your kingdom while working towards our goal of using assessment to improve library instruction!

You should have…

* five (5) copies of an Instruction Outline
* five (5) copies of our Assessment Rubric
* five (5) different Kingdom Improvements
* one (1) Castle
* one (1) Game Map

How to Play

Use the Game Map to keep track of your progress as you analyze the Instruction Outline using your Assessment Rubric. You can keep track of your answers right on the game map!

* Defeat a monster by scoring the instruction outline on the coordinating area of the rubric.
* Clean up the mess by writing a reflection on why you scored that area the way you did.
* Improve your kingdom by offering concrete suggestions that could move this instruction to the next level of the rubric.

Once you have restored all areas of your kingdom, you can rebuild your castle by bringing all your suggestions together and re-writing the instruction outline.

Here is an example of one board play.
Instruction Outline A: Specialized Databases
1. Overview of the Website and Services, especially how to get help
2. Boolean Basics on the board
3. Librarian demos searches in two specialized database
4. Assessment: One thing I learned, one thing I still need to know

Rubric Area: Evidence
Defeated Monster: scored outline a 1.
Cleaned up the mess: outline requires students to retrieve sources, but not evaluate the sources.
Improved the kingdom: task students with reviewing author’s expertise and viewpoint and evaluate results of search.

IMAG4535

 

Working with a rubric better aligned with the revised definition of information literacy from the Framework helped us see how we can build upon already good instruction by designing more complex, open-ended and authentic learning tasks, which puts more accountability on the learner.

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