Download A Practical Guide to Information Literacy Assessment for by Carolyn Radcliff, Mary L. Jensen, Joseph A. Salem Jr., PDF

By Carolyn Radcliff, Mary L. Jensen, Joseph A. Salem Jr., Kenneth J. Burhanna, Julie A. Gedeon

Details literacy evaluation applies to a few contexts within the larger schooling area: institutional curricula, info literacy courses, info literacy classes, course-integrated info literacy guide, and stand-alone details literacy workshops and on-line tutorials. This functional consultant offers an summary of the review method: making plans; choice and improvement of instruments; and research and reporting of information. An assessment-decision chart is helping readers fit acceptable review instruments and techniques with studying results and tutorial settings. review instruments, equipped by means of variety, are followed by means of case reports. numerous info literacy criteria are referenced, with emphasis given to ACRL's details Literacy Competency criteria for better schooling.

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Extra resources for A Practical Guide to Information Literacy Assessment for Academic Librarians

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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. The tool you choose also has much to do with your comfort level in using it, and by the amount of available time and money. To make a more thoughtful decision about which assessment tool to use, we suggest that you read the descriptions provided in Chapters 4 through 12. The next section provides you with an overview of how each chapter is organized.

You will want to consult Angelo and Cross’s Classroom Assessment Techniques: A Handbook for College Teachers for additional CATs and select those that best fit your assessment needs. Classroom Assessment Techniques Minute Paper/Muddiest Point The Minute Paper (often paired with the Muddiest Point) provides immediate feedback as to a student’s overall sense of her or his own learning. It is a reflective exercise and actually includes two questions. ”). In an instruction session in which you focus on database searching, you might expect responses like: • • • • That you can use the asterisk (*) at the end of words to get more results.

15 16 GETTING STARTED domains of learning are: Affective: What are students’ perceptions and values? Behavioral: What can students do? Cognitive: What do students know? We use these domains throughout this book to identify which assessment tools are appropriate to your learning objectives. ” Bloom’s taxonomy and subsequent revisions (see Anderson and Krathwohl, 2001) can give you quite a detailed and thorough look at the processes of teaching and learning. They offer a wealth of ideas for formulating learning objectives, particularly in the cognitive domain.

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