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

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

Information literacy overview applies to a few contexts within the larger schooling area: institutional curricula, info literacy courses, details literacy classes, course-integrated details literacy guideline, and stand-alone details literacy workshops and on-line tutorials. This functional advisor offers an summary of the overview technique: making plans; choice and improvement of instruments; and research and reporting of knowledge. An assessment-decision chart is helping readers fit acceptable review instruments and techniques with studying results and tutorial settings. evaluation instruments, geared up through kind, are followed through case reports. numerous details literacy criteria are referenced, with emphasis given to ACRL's details Literacy Competency criteria for larger Education.

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Assesses your goal or whether a deeper line of questioning is required. Goals that involve processes and/or complex evaluation may require a series of questions to fully assess. Also, remind yourself that this is a process: observations, questions, and self-reflection. Your observations will generate additional questions. You will listen and observe students as they answer questions. You will reflect on their behaviors and answers, and you will ask more questions and make additional observations.

STEP 2: Identify a single teaching and learning goal and then develop an assessable question. STEP 3: Choose an appropriate assessment technique based on your question and the time you have to administer and evaluate results. STEP 4: Be prepared to adequately and thoroughly cover the material you are going to assess. Check your lesson plan against the assessment you expect students to do. STEP 5: Administer the technique in the class, making sure to explain it carefully. If administering for the first time, allow a little more time than you think it will take.

Searle, 1999, p. 28) Answering these questions will provide you with a good foundation from which to choose the assessment technique that will provide you with the best answers to your questions. EXAMPLES OF CLASSROOM ASSESSMENT TECHNIQUES Classroom assessment techniques come in all sizes and shapes. As mentioned previously, some CATs work very effectively within the time constraints under which librarians do instruction. Four of those CATs (Minute Paper/Muddiest Point, One Sentence Summary, Defining Features Matrix, and Directed Paraphrasing) are described here and if you are new to classroom assessment, you might want to start with one of them.

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