2016 Summer Instruction Camp Day 3

Our task for the final day of camp was to create learning assessments aligned with higher order information literacy. Campers were encouraged to work with one of their usual classes or to build upon the assessments created on day 1. Before group work, we collectively revised a learning assessment created on day 1.
Here is the original assessment:
Authority Is Constructed and Contextual
Overall verbs: Assess, Integrate
Knowledge: Identify
Dispositional: Challenge, Engage
Hierarchy: Identify, Assess, Challenge
Scenario: Group work
1. Each group is tasked to find a source on a given topic.
2. Then, as a class, we would identify the types of sources found and rank the specific sources (not the types of sources) based on their usefulness.
3. Lastly, the class would list/identify potential weaknesses and strengths of the sources
Using an heuristic approach we attempted to answer a series of questions in order to develop an assessment that aligned well with higher order information literacy. Through our answers and collective knowledge of effective learning activities, we enriched the learning assessment by including reflection and ownership of assessment through the use of a collaboratively developed rubric.
Here is the enhanced assessment:
1. Prior to attending library session, students will be asked to reflect on their need to find good sources and list tasks required to complete this task.
2. In class working in groups, students develop a list of criteria for what makes a source good.
3. Each group is then tasked with finding a source that meets or exceeds their own criteria.
4. As a class, we would identify the types of sources found and rank the specific sources (not the types of sources) based on the rubric we’ve developed.
The enhanced assessment creates some meaningful takeaways. For the students they get a rubric to use when selecting sources. The librarian can use the original rubric to assess the class created rubric for learning. The professor and librarian get a snapshot of where students are in their understanding of source evaluation.
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