By Carolyn Radcliff, Mary L. Jensen, Joseph A. Salem Jr., Kenneth J. Burhanna, Julie A. Gedeon
Details literacy review applies to a few contexts within the greater schooling area: institutional curricula, info literacy courses, info literacy classes, course-integrated details literacy guideline, and stand-alone details literacy workshops and on-line tutorials. This useful advisor presents an summary of the evaluate procedure: making plans; choice and improvement of instruments; and research and reporting of information. An assessment-decision chart is helping readers fit acceptable overview instruments and techniques with studying results and tutorial settings. review instruments, geared up via variety, are observed via case experiences. numerous details literacy criteria are referenced, with emphasis given to ACRL's info Literacy Competency criteria for larger schooling.
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Extra resources for A Practical Guide to Information Literacy Assessment for Academic Librarians
Another way to categorize the tools is by learning domain, also described in Chapter 2. To determine the domain that interests you, ask yourself whether you want to assess how students feel or their opinions (affective domain), what students can do (behavioral domain), or what students know (cognitive domain). Then choose tools that measure in that domain. 1 is a quick guide that classifies the assessment tools in this book by both the level of assessment and the assessment domain. As you will see, some tools can be used at multiple levels and can assess multiple domains.
Oosterhof writes, “Probably more than 90% of all measures of student performance involve casual observation and questioning . ” (2001, p. 191). Though informal assessment has limited value compared with other more standardized methods in producing quality data for written reports, it is the most valuable day-to-day assessment method available to us, and it often supplements other qualitative assessment methods. Most importantly, informal assessment provides us with our most immediate feedback in the classroom and allows us the opportunity to improve our teaching both spontaneously and with reflection.
In the taxonomy, the After explanation and an example (C), students (A) will be able to identify the major concepts that make up their research topics (B), as determined by librarian examination of student work (D). Through a group exercise to construct a list of the characteristics of scholarly, professional, and popular periodicals (C), students (A) will be able to identify which category a particular periodical issue falls into (B), with 80% of students able to correctly choose the category (D).