Are Your Students Learning?Assessing the One-Shot

Lyda Ellis, Associate ProfessorFaculty Assessment Fellow, University of Northern ColoradoACRL Immersion - Assessment, 2009

At the end of the session participants will be able to:

• Write a student learning outcome

• Discuss the assessment cycle

• Discuss Classroom Assessment Techniques

• Set benchmarks for classroom assessment

How does the library contribute to student learning?

The Assessment Cycle

Define SLOs

Identify, Develop, and Implement

Assessment Activity

Assess Achievement

Use results for improvement and

communication

Why Assess the One-Shot?

1. Requires us to think critically about session content.

2. Requires us to think critically about how we teach content.

3. Tells us if our approach to teaching the content is effective.

4. Allows us to collect data to show library value and impact on student success.

Types of Assessment

• Summative Assessment

• Formative Assessment

Student Learning Outcomes

What do I want my students to know or be able to do when they leave my classroom?

What skills or knowledge do students need to possess when they leave my classroom?

Classroom Assessment Techniques(CATs)

Taken from Angelo, T. & Cross, K. P. (1993). Classroom assessment techniques: A handbook for college teachers. San Francisco: Jossey-Bass Publishers.

• How many students are learning?

• Which elements of the session content are they learning?

• What specifically should you change about your teaching to promote optimal learning?

CATs• One Sentence Summary

• Directed Paraphrasing

• Defining Features Matrix

• 1-Minute Paper/Muddiest Point

• Pro/Con Grid

• What’s the Principle?

• Misconception/Preconception Check

Measuring Success

Benchmark: The percentage of students who must successfully achieve the Student Learning Outcome for you to conclude that the Student Learning Outcome has been met.

“Standards” Benchmark

At least 75% of students will be able to develop effective search strings.

At least 75% of students will be able to discuss why it is important to use a bibliography during the research process.

Benchmarks“Future” or “Goal” Benchmark:

By spring 2015 85% of students will successfully achieve the SLOs in the COMM 230 one-shot.

“Quality” Benchmark:

At least 75% of students will earn an 80% on the One Sentence Summary

At least 75% of students will correctly identify 5/7 correct answers in the Defining Features Matrix

Tips for Setting Benchmarks

• Establish benchmarks before you start assessing the SLO

• Do not set benchmarks unreasonably high

• Do not set benchmarks too low

Data Collection & AnalysisThe simpler, the better!

Define SLOs

Identify, Develop, and Implement

Assessment Activity

Assess Achievement

Use results for improvement

& communication

Data-Driven Decision Making

libguides.unco.edu/oneshot

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