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Oakleaf, M. (2010). Rubric training session at Assessment Immersion 2010.
The Quality Assurance Framework requires that we demonstrate the impact of library instruction. What are students learning? This page offers ideas for identifying assessment tools that will give you feedback on student achievement of your intended learning outcomes.
Learning Framework: Backward Design Model
What forms of assessment are useful?
|Clickers can be used for pre-post tests or during the session to assess understanding before introducing new content.|
|One-minute paper: usually at the end of a session. May be helpful to ask what they are still unsure about, especially if you have the opportunity to meet this class again. However, if you do not see the class again, at least you would know what may need to be explained better another time.|
|Pre- and post-tests: both could be used in one session, or the pre-test can be done at the beginning of a series of sessions and the post test after all sessions and formal assessments are completed.|
|Quiz (paper or online) in-class or at end of an online learning module. If you use MCQs (Multiple-choice questions) the marking and compilation can be done automatically.|
|Research projects: students submit the literature search to be marked by librarian(s) (see rubrics below)|
How do you decide which method to use? Consider the following factors:
Are you able to give formative feedback to help the student improve their learning, no marks assigned?
Do you only have a one-shot session?
Do you know the assignment that students are working on?
Can your assessment be integrated into a course assignment?
Second year Nursing students (Nurs205) are given an assignment jointly designed by the faculty and the liaison librarian. The students select a nursing intervention, design a research question, search CINAHL (Nursing and Allied Health), select 5 articles and create an annotated bibliography. The librarians mark the question and database search (see Short marking checklist in the Workshop Materials box) while the faculty mark the bibliography.
Medical students are assigned a drug advertisement and need to research the claims made by the drug company to see if they are substantiated in the literature, specifically in clinical trials about this drug. The students need to research their drug in various independent handbooks, create a PICO question and a literature search in EMBASE (strong database for pharmacology). The librarians mark this assignment using the "Long Marking Checklist" in the Workshop Materials box.
First year MSc in Occupational and Physical Therapy students have a major research project that spans their 2-year program. After selecting a topic, designing a question and searching different relevant databases, they meet with a librarian for a consultation about their progress to date. Although the consultations are mandatory, the feedback is formative (ie not for marks) and the librarians use a marking rubric (see Workshop Materials box) to ensure that the students have done the required level of preparation. The next step is for the students to apply their improved searching skills in the rest of their research project.
What are rubrics?
Why use rubrics?
Oakleaf (2008) offers these reasons:
How do you design a marking rubric?
|Step1||Develop learning outcomes for the content.|
|Step2||Identify tasks that reveal understanding of outcomes.|
|Step3||Describe what an exemplary essay or project would look like. Use the ACRL standards as a tool to prompt your thinking across a range of information literacy evaluation criteria|
|Step4||Write descriptions so students will understand them|
|Step5||Request feedback from students or even create the rubric with student input.|
Tips for Writing Multiple Choice Questions