New Year, New Priorities
Teaching got in the way of assessment.
This sentence is problematic for a couple of reasons: One, this means I wasn't working as much on assessment as I meant to - and therefore was churning out data tables and reactionary reports instead of some proactive, thoughtful analysis. Two, teaching and assessment should be complimentary. Perhaps how I teach should compliment how I assess. If that sounds too much like teaching to the test, then maybe flip it: How I assess should compliment how I teach.
Last semester, the three things I did remotely assessment-related were to skim the entertaining Cartoon Guide to Statistics, calculate how many cups of coffee we served during the last week of class based on the number of ounces of coffee in three empty canisters (which then made me realize perhaps we're not using enough coffee grounds per 24 cups of coffee), and finish a draft of a rubric for all of our information literacy student learning outcomes.
In any case, this is the first semester where I'm not teaching for credit course, which will give me more time to focus on assessment. My goals:
All of these have sub-points, but it's a nice overview of my assessment priorities.
Another goal I have is to keep up with professional reading each week.
So, What I'm reading:
Todd J. Wiebe, The Information Literacy Imperative in Higher Education
James Elmborg, Critical Information Literacy: Definitions and Challenges
This sentence is problematic for a couple of reasons: One, this means I wasn't working as much on assessment as I meant to - and therefore was churning out data tables and reactionary reports instead of some proactive, thoughtful analysis. Two, teaching and assessment should be complimentary. Perhaps how I teach should compliment how I assess. If that sounds too much like teaching to the test, then maybe flip it: How I assess should compliment how I teach.
Last semester, the three things I did remotely assessment-related were to skim the entertaining Cartoon Guide to Statistics, calculate how many cups of coffee we served during the last week of class based on the number of ounces of coffee in three empty canisters (which then made me realize perhaps we're not using enough coffee grounds per 24 cups of coffee), and finish a draft of a rubric for all of our information literacy student learning outcomes.
In any case, this is the first semester where I'm not teaching for credit course, which will give me more time to focus on assessment. My goals:
- Complete (or start, if I'm being honest) last semester's assessment
- Rethink signature assignments
- Make a plan for sharing assessment results
- Consider meaningful assessment in library instruction sessions
All of these have sub-points, but it's a nice overview of my assessment priorities.
Another goal I have is to keep up with professional reading each week.
So, What I'm reading:
Todd J. Wiebe, The Information Literacy Imperative in Higher Education
James Elmborg, Critical Information Literacy: Definitions and Challenges
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