EDUC 766

Instructional Strategies & Assessment Methods

Assessment

Assessment is used to determine whether or not a learner has met the learning objectives. There are two types of assessment:

Formative Assessment

Assessment undertaken during an instructional interaction in order to gauge learning and determine the effectiveness of teaching (Booth, 170)

Due to the online nature of this project, the majority of assessment will be formative. Students will be able to evaluate their understanding of the topic they just reviewed, determine if they have grasped the concepts presented, and whether or not they need to seek the help of a librarian.

Summative Assessment

Assessment conducted at the conclusion of a learning interaction in order to gauge the achievement of learning targets and evaluate instructor performance (Booth, 171)

The project is not intended to be a comprehensive instructional object; instead, students will read and access the topics that best meet their information needs. Thus, summative assessment will not be part of this project. However, the connect activities provided will give students the additional support that summative assessment would provide by letting students “connect” their previous knowledge to what they just learned and hopefully fill any gaps.

Reasoning for Assessment

According to constructivist thinking, learning takes places when the learner constructs new ideas or concepts from their current knowledge. The self-assessment, the rhetorical questions, and any job aides provides are intended to foster critical thinking and encourage connections to other similar topics or to knowledge that students may already possess. In other words, the content provided through this resource is meant to, first, fulfill a student’s immediate information need, but also present a model of instruction that hopes to stimulate interest by giving students control over how they learn.

How Learners Will Engage with Assessment

Since this is a self-guided resource, students are in charge of how they approach the topics presented and in what order, and thus, self-assessment is the most appropriate way to provide feedback. After each absorb activity, students are able to take a quiz (do activity) that will give them feedback for each of the questions answered. Whether they answered correctly (green boxes below) or incorrectly (red boxes below), the feedback encourages students to think about their answers and the reasoning behind them, and presents other ideas and concepts they should be thinking about. In a similar manner, the connect activities are meant to continue that self-exploration by providing additional questions and related topics.

Assessment Example

Q1: Identify the examples of quantitative measures of authority.

Right. Quantitative refers to numbers. Are the other choices measures of authority and could you use them alongside impact factors or citation counts?
Quantitative refers to numbers. Did you think about measures that you could count or calculate?

Q2: What do Citation Counts let you know?

Right. Citation Counts let us know how many times a sources has been cited. Remember that Google Scholar also lets you see the articles that cited a source. Use these additional articles to find additional sources for your research.
We can look at Citation Counts in Google Scholar. What type of sources are you able to find and access through Google Scholar? How else can Google Scholar be used to help you find additional sources for your research?

Q3: What do Impact Factors let you know?

Right. Impact factors are a measurement that helps you determine which journals have been cited the most. How would you use Impact Factors alongside Citation Counts to find authoritative sources within a journal?
Do impact factors apply to article or journals? Are impact factors a quantitative measure or a qualitative measure?

Q4: Consider the following Impact Factors and journals. Which two journals would be the most authoritative?

Correct. Higher Impact Factors are better, but can you compare Impact Factors across disciplines?
Impact Factors are ratios, would you want a high or a low ratio?

Q5: Are quantitative measures of authority (i.e. impact factors or citation counts) better indicators of authority than qualitative measures of authority (i.e. reputation, credibility, or education)?

Correct. Impact factors alone can tell you which journals are relevant in a field, but you still need to know about who is writing the articles. Can you think of other drawbacks of quantitative measures and how qualitative measures could help you address those drawbacks?
Could you tell if an article is authoritative just by using impact factors or citation counts? How else could you determine how authoritative an article is within a discipline?

References

Booth, C. (2011). Reflective teaching, effective learning: Instructional literacy for library educators. Chicago: American Library Association.