Henri Mondschein
California Lutheran University
January 7, 2010
Explain the difference
between indirect and
direct assessment
 Construct a curriculum
map
 Apply ACRL standards
& learning outcomes
 Create a “quick write”
exercise to assess
learning

“The systematic
collection of data and
information across
courses, programs
and the institution, as
an integral part of
teaching and
learning used to help
both, and an essential
component of a
college’s mission.”
Morante, 2003
Student Perceptions of learning
Self-assessments
Focus groups
Graduation rates
Products of Student Learning
Portfolios
Signature assignments
Capstone projects
Outcomes
• What do you
want students
to do?
Curriculum
Pedagogy
Assessment
Criteria
Adapted from Kenney (2008)
• What do the
student s need
to know?
• What is the
learning
activity?
• How will the
students
demonstrate
the learning?
• How will I
know how the
students
performed?
• Find three
scholarly
articles on
topic
• How to use
Academic
Search Premier
• Short intro to database
• Teams researching
topics
• Team debriefings
• Presentations
• Worksheet
• Citations
•Quick writes
• Scoring rubric
Program Reviews
Department chairs
Subject liaisons
Curriculum Maps/Collection Development
Integrate IL into courses
Library resources
Assessment
Quick writes/quizzes
SLO data for Educational
Effectiveness Department
Student learning outcomes
(SLOs)/Competencies
Curriculum maps
Assessment instruments
Scoring rubrics
Courses
Competen
cies
• Identify key courses for integrating information literacy
• Determine IL competencies for each course
• Align ACRL standards/campus SLOs with competencies
SLOs
Instruction
Assess
ment
• Review syllabi & course assignments
• Create lesson plans
• Create quick writes, quizzes, exercises & scoring rubrics
Problemsolving
exercise
10
minutes
Scoring
rubric
Quick
Write
ACRL
standards
SLOs
BB
Skylight
Survey
Monkey
Rubistar: www. http://rubistar.4teachers.org/
Interactive Psychology Quick Write Quiz/Exercise : http://tinyurl.com/28ugcpa
2
3
1
3
4
4
1
 International
students
 Quarterly series
 1 unit workshops
American Classroom
Research & Writing
Critical & Creative
Thinking
UNIQUE ISSUES





Language barriers
Learning styles
Plagiarism
Anxiety
Time
SOLUTIONS








Identify clear learning
outcomes
Enunciate carefully
Give precise instructions
Use emphasis in instructions
Give examples of plagiarism
Allow extra time for quizzes,
in-class exercises
Provide opportunities for
collaboration
Appointments/office hours
 Quick
writes &
quizzes are snapshots
 Assess students over
time
 Create quiz items
bank
 Embed quiz items in
course exams
 Don’t try to assess
every session
Avery, E. F. (2003). Assessing student learning outcomes for information literacy instruction in
academic institutions. Chicago: Association of College and Research Libraries.
Grassian, E. S., & Kaplowitz, J. R. (2009). Information literacy instruction: Theory and practice. New
York: Neal-Schuman Publishers.
Hernon, P., & Dugan, R. E. (2002). Outcomes assessment in your library. Chicago: American Library
Association.
Kenney, B. (2008). Revitalizing the one-shot instruction session using problem-based learning.
Reference & User Services Quarterly, 47(4), 386-91. Retrieved from Library Lit & Inf Full Text
database.
Morante, E. A., & College of the Desert, P. A. (2003). A handbook on outcomes assessment for two
year colleges. Retrieved from EBSCOhost.
Stevens, D. D., & Levi, A. (2005). Introduction to rubrics: An assessment tool to save grading time,
convey effective feedback, and promote student learning. Sterling, Va: Stylus Pub.