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Source Code: Assessing Cited References to Measure Student Information Literacy Skills

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Source Code:Assessing Cited References to Measure Student Information Literacy Skills. Dale Vidmar. Information Literacy and Instruction Librarian – PowerPoint PPT presentation

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Title: Source Code: Assessing Cited References to Measure Student Information Literacy Skills


1
Source Code Assessing Cited References to
Measure Student Information Literacy Skills
  • Dale Vidmar
  • Information Literacy and Instruction Librarian
  • Southern Oregon University
  • vidmar_at_sou.edu
  • http//webpages.sou.edu/vidmar/oils2014/vidmar.pp
    tx
  • Oregon Information Literacy Summit
  • Linn Benton Community College
  • Albany, Oregon
  • May 10, 2014

2
Learning Outcomes Participants will be able
to
  • Differentiate scholarly and relevant high quality
    sources.
  • Analyze citations included in papers to determine
    students ability to find and evaluate
    information sources.
  • Synthesize information gathered from references
    to draw conclusions about instructional and
    program effectiveness.

3
Institutional Assessment
Program Effectiveness Accountability/Comparability
Student Achievement Learning/Improvement
  • Accreditation
  • Program Review
  • Effectiveness
  • Efficiency

Direct
Indirect
Student Work/Performance
Student Perceptions
  • Exams
  • Papers
  • Presentations
  • Projects
  • Portfolios
  • Surveys
  • Informal observation
  • Interviews
  • Course evaluations
  • Self-assessment

Embedded
Standardized
  • CATs
  • Work samples (Capstones)
  • Artifacts Papers, Presentations, etc.
  • CLA
  • NSSE
  • LibQual
  • SAILS

4
  • Where Does the Library Fit Into Institutional
    Assessment?

5
Institutional Assessment
Program Effectiveness Accountability/Comparability
Student Achievement Learning/Improvement
  • Accreditation
  • Program Review
  • Effectiveness
  • Efficiency

Direct
Indirect
Student Work/Performance
Student Perceptions
  • Exams
  • Papers
  • Presentations
  • Projects
  • Portfolios
  • Surveys
  • Informal observation
  • Interviews
  • Course evaluations
  • Self-assessment

Embedded
Standardized
  • CATs
  • Work samples (Capstones)
  • Artifacts Papers, Presentations, etc.
  • CLA
  • NSSE
  • LibQual
  • SAILS

6
Institutional Assessment
Program Effectiveness Accountability/Comparability
Student Achievement Learning/Improvement
  • Accreditation
  • Program Review
  • Effectiveness
  • Efficiency

Direct
Indirect
Student Work/Performance
Student Perceptions
  • Exams
  • Papers
  • Presentations
  • Projects
  • Portfolios
  • Surveys
  • Informal observation
  • Interviews
  • Course evaluations
  • Self-assessment

Embedded
Standardized
  • CATs
  • Work samples (Capstones)
  • Artifacts Papers, Presentations, etc.
  • CLA
  • NSSE
  • LibQual
  • SAILS

7
  • How?

8
1) Align Learning Outcomes
  • Foundational Goals integrated throughout the
    curriculum from first-year to graduation.
  • Communication written and oral
  • Critical thinking
  • Information literacy

9
1) Align Learning Outcomes
  • Foundational Goals integrated throughout the
    curriculum from first-year to graduation.
  • Communication written and oral
  • Critical thinking
  • Information literacy

10
Assess What is Valued
  • For example
  • Multiple choice tests are a better measurement of
    factual knowledge.
  • Performance tasks are a more effective
    measurement of procedural skills and higher order
    thinking.

11
Keep it Simple
  • Do not try to assess everything all the time.
  • Assessment done well can become an
    all-encompassing job for people with a full-time
    job already.
  • Be flexible and listen to others.
  • Synchronize assessments to function at more than
    one level.

12
Make It Relevant
  • Assess actual student workembedded assessments.
  • Assess work samples in which students have a
    vested interest in completing to the best of
    their ability.

13
  • Citation Analysis measure students ability to
    access and evaluate information through an
    analysis of the cited references used in a
    research paper or project such as a capstone
    paper.
  • Source Code

14
  • Rubric designed to review sources without
    reviewing how those sources are used within the
    body of the paper.
  • Reviewers will have the first page of the paper
    in order to see the topic, thesis statement, and
    purpose.
  • Source Code

15
Lets Give it a Try
  • Form a group of three or four.
  • Individually read over the first page of the
    paper and the list of references.
  • Use the rubric to evaluate the list of
    references.
  • Mark a score from 1 to 4 on the scoring sheet for
    each of the six proficiencies.
  • You will have six scores for each paper.
  • As a group, discuss your scores to achieve a
    concensus scores.

16
Source Code
  • What do the sample references/citations say about
    student learninginformation literacy outcomes?

17
Source Code
  • What conclusions could we draw about the library
    instruction program as well as the institutional
    and departmental outcomes based on the student
    work samples?

18
Questions/Comments?
19
Source Code Assessing Cited References to
Measure Student Information Literacy Skills
  • Dale Vidmar
  • Information Literacy and Instruction Librarian
  • Southern Oregon University
  • vidmar_at_sou.edu
  • http//webpages.sou.edu/vidmar/oils2014/vidmar.pp
    tx
  • Oregon Information Literacy Summit
  • Linn Benton Community College
  • Albany, Oregon
  • May 10, 2014
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