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Framing Assessment - Library Instruction Assessment Toolkit - Website at Centre College
HEDP_A_1145550_O (projectreadi.org)

Reading: Grading the Nation's Report Card: Evaluating NAEP and Transforming the Assessment of Educational Progress |The National Academies Press

Full article: A Framework for Conceptualizing and Evaluating the Validity of Instructionally Relevant Assessments (tandfonline.com)

Full article: The impact of epistemic framing of teaching videos and summative assessments on students’ learning of scientific methods (tandfonline.com)

conceptualizing and framing assessments - Search (bing.com)

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Grace Doherty Library Information Literacy Instruction Assessment Plan Summary

The full text of the library information Literacy Instruction Assessment Plan can be found in the document linked above. The main points of this document include:

Purpose of Information Literacy Assessment

The intention of this information literacy assessment plan is threefold: 1) to provide a tool for measuring and improving Centre College students' information literacy; 2) to strengthen the Grace Doherty Library's information literacy efforts through intentional and evidence-based changes; and 3) to provide a framework for sharing assessment data and findings both within the Library, and with the larger Centre College community.

As a practical guide for formative and summative assessment at the course and program levels, this document will facilitate ongoing discussion and development of the Library instruction program and situate Library instructional efforts within the mission and context of the Centre College curriculum, with the ultimate goal of improving student learning outcomes.

Assessment Theory

The Grace Doherty Library's Information Literacy Assessment Plan is based on Megan Oakleaf's (2008, 2009) Information Literacy Instruction Assessment Cycle (ILIAC), which is, in turn, grounded in "assessment for learning" theory, "assessment as learning" theory and "assessment as learning to teach" theory. The information below is from those articles.
Assessment for learning theory
As described by Wiggins (1996) and Arter (1996), assessment for learning theory suggests that "good teaching is inseparable from good assessing" (Wiggins, 1996). Arter (1996) explains, "Educators do not teach and then assess; nor do they think of assessment as something that is done to students. Instead, they consider the assessment activity itself an instructional episode." Librarians, as instructors, most often teach one to three class sessions in any individual course. As such, they naturally incorporate multiple formative assessment activities into every lesson plan to allow students to ultimately operate at the "shared instruction" or "modeled instruction" layer of Fisher and Frey's scaffolded instruction model (2013).
Assessment as learning theory
Assessment as learning theory suggests that linking teaching and assessment help students learn how to learn (Popham, 2003). Again, because librarians have limited time in which to interact with students, the active learning activities they use in library instruction sessions - which serve the dual purpose of being formative assessments, as has already been stated - are specifically designed to help students formulate and carry out their own research plan.
Assessment as learning to teach
Assessment as learning to teach theory asserts that "the practice of focusing on student learning goals and outcomes, assessing student attainment of learning outcomes, and implementing instructional changes to increase student learning leads to the ongoing improvement of librarian teaching skills." (Oakleaf, 2009) This applies to formative assessment activities used in the classroom in order to gauge student understanding and adapt the pace and depth of instruction accordingly as well as program-level summative assessment used to improve the library's overall instructional strategy. Specifically, assessment provides feedback librarians can use to improve their skills (Knight, 2002), reflect on their teaching (Warner, 2003), examine their attitudes and approaches to learning (Bresciani et al., 2004), and test their assumptions about learning (Warner, 2003). Librarians can also use assessment to learn what to teach and how long to teach it (Popham, 2003).

With these assessment goals in mind, Oakleaf's Information Literacy Instruction Assessment Cycle consists of seven stages:

During the 2019/2020 academic year, instruction librarians:

1. Reviewed learning goals by using the ACRL Framework to adapt previously used learning goals.

2. Identified learning outcomes by revising the Information Literacy Student Learning Outcomes used by librarians for teaching and assessment.

3. Created learning activities by developing an Information Literacy Toolkit and Assessment toolkit, containing CATs and other instructional tools.

The remainder of the Library's Assessment Plan will focus on defining and enacting stages 4-7.

Information Literacy Assessment Plan 2020-2024

The Grace Doherty Library will assess its information literacy program in the following ways:

1. Student evaluation of library instruction sessions (satisfaction-based assessment).

2. Course-level competency-based assessment.

3. Program-level competency based assessment.
Process for Continuous Assessment
Student evaluation of library instruction sessions - The survey link will be provided during each class session as a URL and/or QR code. Every student receiving library instruction will have the opportunity to respond to the survey. The primary purpose of gathering satisfaction-based data is to focus on Assessment as learning to teach.

Course-level competency-based assessment - Every year, the instruction librarians will identify an SLO to focus on for assessment. During library sessions that address that SLO, the librarian will gather data artifacts and record results in the Assessment Toolkit data repository. The primary purpose of gathering course-based assessment data is to focus on Assessment for and as learning.

Program-level competency based assessment - will be assessed as described in this table. The primary purpose of gathering course-based assessment data is to focus on Assessment as Learning to Teach, ans Assessment for and as learning.

Adapted from:

Oakleaf, M. (2009). The information literacy instruction assessment cycle: A guide for increasing student learning and improving librarian instructional skills. Journal of Documentation. 65(4). 2009.

Oakleaf, M., & Kaske, N. (2009). Guiding questions for assessing information literacy in higher education. Libraries and the Academy, 9(2), 273-286.

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Website: Library Instruction Assessment Toolkit: Framing Assessment

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Grace Doherty Library Information Literacy Instruction Assessment Plan Summary The full text of the library information Literacy Instruction Assessment Plan can be found in the document linked above.

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Designing Assessments of Student Learning | Teaching & Learning Resource Center (osu.edu)

Designing an Assessment Plan - Center for Excellence in Learning and Teaching (iastate.edu)

Designing Assessments - Office of Curriculum, Assessment and Teaching Transformation - University at Buffalo

Designing Assessments of Learning with Technology (tandfonline.com)

Microsoft Word - 713 (ed.gov)

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When we conduct assessments, we may want to start by developing survey questions or collecting data. To be effective, it is important to take a broader view and consider the purpose and significance of what you hope to accomplish. The following guide can assist you in planning your assessment.

1. Why is this assessment important? We engage in assessment for a variety of reasons: to understand student learning, improve teaching, or for accountability purposes such as accreditation.

1. What are the benefits of completing this assessment?

2. What circumstances, contexts, pressures may be influencing the assessment?

2. What is the purpose of conducting the assessment?

1. What do you hope to know or learn as a result of conducting the assessment? Simply stated, answer this question, "The purpose of my assessment is...."

2. Do you think you will plan to present or publish these results outside of your department or institution? If so, seek assistance from the Iowa State University Institutional Review Board to understand if you need to IRB approval before conducting your assessment.

3. Given the purpose of the assessment, what are the critical questions to be answered or what are the key learning outcomes to be measured?

1. Develop 2-4 questions that are related to the purpose.

2. Keys to writing strong questions/learning outcomes. For assistance in developing strong learning outcomes, review CELT's Tips on Writing Course Goals/Learning Outcomes and Measurable Learning Objectives webpage.

4. Who or what should be assessed?

1. Most often assessment related to teaching and learning focuses on students or documents/artifacts produced by students.

2. Who are our participants, sample, and population?

5. What methods can best answer your assessment questions?

1. Qualitative, quantitative, and mixed methods may all be used in assessment.

2. Common quantitative methods include numeric data gathered from instruments, surveys, questionnaires, or existing data such as those from institutional databases.

3. Common qualitative methods include interviews, focus groups, observations, and document analysis.

6. What data will you collect? How will you collect the data?
When developing your data collection method (i.e., survey, interview questions) it is important that your questions align with the purpose of your assessment.

7. How will you store and analyze the data?

1. What plans do you have to safely secure data you have collected?

2. How do you plan to analyze the data? (Remember: Data analysis should also align with your assessment questions).

8. What are your plans for reporting the data?
How and with whom will you plan to share your results?

9. What is your proposed timeline?

10. What additional financial, personnel resources and expertise might you need to conduct a successful assessment? What are your plans for securing these resources?

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When we conduct assessments, we may want to start by developing survey questions or collecting data. To be effective, it is important to take a broader view and consider the purpose and significance of what you hope to accomplish. The following guide can assist you in planning your assessment.

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Interpreting, Using, and Reporting Results of Assessments

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Interpreting, Using, and Reporting Results of Assessments

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Reporting & Use of Assessment Results - JMU

Analysis & Interpretation | Assessing Learning | Assessment | DePaul University Center for Teaching & Learning | DePaul University, Chicago

Developing Expertise With Classroom Assessment in K–12 Science: Learning to Interpret Student Work. (tandfonline.com)

Is teachers' general pedagogical knowledge a premise for noticing and interpreting classroom situations? A video-based assessment approach - ScienceDirect

Designing Simulations to Learn About Pre-service Teachers’ Capabilities with Eliciting and Interpreting Student Thinking | SpringerLink

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↓ Jump down for:

Presenting Results

Results are a summary of statistical and analytical data that was collected to determine how well students achieved a particular learning outcome. Results summarize how successful students are in achieving goals and outcomes that are set by instructors, programs, colleges, and/or the university. Since results are a succinct explanation of data, individual scores or raw data should be reported in appendices, rather than in the results section, unless used as an illustration. All relevant results should be discussed in the results section. When reporting results, it's important to discuss findings in detail in order to justify conclusions. When presenting results in assessment reports, choose the medium to display results that presents the results the most clearly to a variety of audiences.

Tables & Figures

Tables and figures, which include graphs, pictures, and drawings, are used to further support findings. Tables and figures display the most important findings. When using tables and figures in reports, mention them within the text of the report, and tell readers what information to they should look for in the tables/figures. Using tables and figures can enhance and simplify how you communicate findings in your assessment report.

Tables are useful in providing exact values and presenting complex results and an analysis of your findings.

Figures, which include, bar graphs, line graphs, pie charts, pictures, and drawings, are visual interpretations of the results. Figures help when comparing data and illustrating relationships in data.

Types of Data and Analyses

Nominal Data

This type of data is named-only, or categorical, data. Nominal data is not associated with numbers and there is no concept of degree or order (e.g., one category being higher or lower than another). Nominal data simply separates information into different categories.

Analysis: It is not appropriate to perform any arithmetic operations on nominal data (such as calculating or comparing means). Frequencies and Percentages of the number of cases that fall into each category may be the most appropriate type of analysis for nominal data.

Example: Certain demographic information, such as race/ethnicity/national origin, is nominal. For this type of data, you might report the number and percentage of people that fell within each category:

Nominal Data Example 1: Frequences and Percentages Reported in a Table

Nominal Data Example 2: Frequencies and Percentages Reported in a Graph

Ordinal Data

Ordinal data specifies an order to the information. However, the amount of space or distance between data points are not fixed or known. Scale points from a survey instrument are an example of ordinal data. For example, strongly agree is known to be "higher" than agree, but the distance between agree and strongly agree is not known.

Analysis - Like categorical data, ordinal data does not meet the assumptions necessary to perform arithmetic calculations on it (such as calculating or comparing means) and the most appropriate type of data analysis may be calculating frequencies and percentages for the data points. If you do choose to calculate means for ordinal data, it is important to understand how violation of the assumptions affects interpretation. For example, a mean of 4 cannot be interpreted as twice the mean of 2, since the distance between data points is neither equal nor known.

Ordinal Data Example 1: Frequencies and Percentages Reported in a Table

Ordinal Data Example 2: Frequencies and Percentages Reported in a Graph

Interval Data

Interval data specifies an order to data with equal, fixed, and measurable distances between data points. An example of interval data is temperature. The difference between 20 degrees Fahrenheit and 30 degrees Fahrenheit is the same as the difference between 30 degrees and 40 degrees. However, interval data does not have an absolute zero (or zero indicating a complete lack of something). In the case of temperatures on the Fahrenheit scale, zero does not indicate a lack of temperature.

Analysis - Interval data meets the assumptions necessary to conduct certain arithmetic operations, such as addition and subtraction, on it, but still violates assumptions to perform multiplication or division. As in the example for ordinal data, this is because without a meaningful (or absolute) zero, a score of 4 will not necessarily mean double a score of 2. However, if you are careful in not interpreting data in this way, use of any arithmetic operation may be justifiable. Possible analyses may include measures of central tendency (such as calculating mean, median, and mode), measures of distribution spread (such as variance or standard deviation), measures of relationship (such as correlations or regressions), or mean comparisons (such as t-tests or one way analysis of variance).

Examples - Scores on a test may be interval data if the difference between a 90 and 95 is the same as the difference between 95 and 100 or between 80 and 85. However, scores on a test would not be considered ratio data (see below) because a 0 on the test would not necessarily indicate a complete lack of knowledge on the subject matter or learning outcome.

Interval Data Example 1: Mean Test Scores Reported in a Table

Average Test Scores:

Interval Data Example 2: Mean Test Scores Reported in a Graph

Ratio Data

Like interval data, ratio data specifies an order and fixed interval between data points. However, ratio data has a meaningful (absolute) zero, or a zero point that indicates a complete lack of whatever is being measured.

Analysis - Ratio data meets the assumptions necessary to conduct any arithmetic operation on it. Possible analyses may include measures of central tendency (such as calculating mean, median, and mode), measures of distribution spread (such as variance or standard deviation), measures of relationship (such as correlations or regressions), or mean comparisons (such as t-tests or one way analysis of variance).

Examples - Assessment of student learning rarely, if ever, includes the collection of ratio-level data. Some examples of ratio data include height, length, and time.

Scoring Guides

An important consideration in planning an assessment project is determining how you will measure students' achievement of the learning outcome you are measuring. Scoring guides provide a shared structure for and definition of how student work will be judged. It is critical that a scoring guide is tied directly to the student learning outcome it is measuring.

Examples of Common Scoring Guides

Structured Observation Guides
Structured observation guides are a more qualitative type of scoring guide.
Advantages

They allow for richer descriptions of student performances or work.

They may be useful for the assessment of qualities that are difficult to operationally define, like attitudes or values

Disadvantages

This is a more subjective approach to scoring.

It is more difficult to analyze results than quantitative methods of scoring.

Example of a structured observation guide for student presentations

Communicating purpose of presentation

Organizing the presentation

Demonstrating knowledge of topic(s)

Speaking with clarity

Responding appropriately to participants' questions

Adhering to time constraints

Accomplishing the stated objective

R​eferences

APA Style Handbook, 2001 p. 20-21

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↓ Jump down for: Results are a summary of statistical and analytical data that was collected to determine how well students achieved a particular learning outcome. Results summarize how successful students are in achieving goals and outcomes that are set by instructors, programs, colleges, and/or the university.

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Search Results | Ohio Department of Education

Ohio Learning Standards - Ohio Education Association (ohea.org)

Debate: Structures-of-the-Whole and Elementary Education (sagepub.com)

Full article: Examining Differentiation and Utilization of iPads Across Content Areas in an Independent, PreK–4th Grade Elementary School (tandfonline.com)

Full article: A Case for Content Specialists as the Elementary Classroom Teacher (tandfonline.com)

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Ohio's students are instructed on learning standards that were adopted through the legislative process. Students are also assessed according to these standards. To find out more about the Ohio's Learning Standards, please visit our coalition partnership page with The Ohio Standard at: http://www.theohstandard.org/ Questions and resources regarding the Common Core Standards, Ohio Learning Standards, and developmentally appropriate standards can be found on this site.

Content areas and grade level bands which have identified and articulated standards can be found on the Ohio Department of Education page: http://education.ohio.gov/Topics/Ohios-Learning-Standards

Ohio's Learning Standards are currently in a revision process. OEA has identified members to serve on the Ohio Learning Standards Advisory Committees for Social Studies, Science, and Financial Literacy. It is important that throughout the revision process, educators and OEA members who work most closely with the content and with students learning the content are acknowledged for their expertise in both teaching and learning.

To provide your feedback on Ohio's Learning Standards, please select your area of interest on the Ohio Department of Education Standard Revision Overview page at http://education.ohio.gov/Topics/Ohios-Learning-Standards/Standard-Revision-Overview

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Ohio Learning Standards - Ohio Education Association

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Ohio's students are instructed on learning standards that were adopted through the legislative process. Students are also assessed according to these standards. To find out more about the Ohio's Learning Standards, please visit our coalition partnership page with The Ohio ...