By Carolyn Radcliff, Mary L. Jensen, Joseph A. Salem Jr., Kenneth J. Burhanna, Julie A. Gedeon
Info literacy overview applies to a few contexts within the larger schooling area: institutional curricula, details literacy courses, details literacy classes, course-integrated details literacy guide, and stand-alone details literacy workshops and on-line tutorials. This sensible consultant presents an summary of the review technique: 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 methods with studying results and tutorial settings. review instruments, geared up through sort, are observed by way of case reviews. a number of details literacy criteria are referenced, with emphasis given to ACRL's details Literacy Competency criteria for better schooling.
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Extra info for A Practical Guide to Information Literacy Assessment for Academic Librarians
Allow the students to answer anonymously, although you can offer them the option of adding their names and e-mail addresses if they want you to answer their questions directly. One Sentence Summary In this CAT, students are asked to summarize their knowledge of a particular concept that has been covered in class in one sentence. As conceived by Angelo and Cross (1993, p. ” Keep in mind, however, that you have flexibility in how you administer this CAT and whether you want to insist that all seven questions be addressed in the one sentence.
Goals that you will be asked to rank include the following: • • • • • Develop problem solving skills Develop ability to distinguish between fact and opinion Improve reading skills Learn to evaluate methods and materials in this subject Improve ability to work productively with others Goals are ranked according to the following scale: 1. Not applicable 2. Unimportant 3. Important 4. Very important 5. Essential A goal you never try to achieve. A goal you rarely try to achieve. A goal you sometimes try to achieve.
Formative in nature. Provides a snapshot of comprehension. However, will not tell you how well students are integrating information literacy into their work. • Should be used to initiate changes in instruction to enhance student learning. 34 THE TOOLS AN OVERVIEW OF CLASSROOM ASSESSMENT TECHNIQUES Developed by Tom Angelo and Patricia Cross in the late 1980s, classroom assessment techniques (CATs) are designed for easy inclusion in a class session and provide an excellent snapshot of student learning at a particular point in time.