The performance indicators and the outcomes for each Standard provide us with the information we need to assess student learning. They are flexible enough that various assessment methods can be developed using these outcomes.
Standard 2, Outcomes 2.b, 2.c, 2.d
(a) Create worksheet to be completed by students which guides them through keyword selection and appropriate Boolean strategies, (b) Critique completed worksheet based on pre-determined expectations and criteria.
Create worksheet to see if students can apply Boolean logic, truncation, and clues in database results lists of expand and/or narrow search after being taught these concepts in class.
Standard 3.2.a
Evaluation skills must be presented redundantly. Use a tutorial or web-based assessment software (e.g., AskIt software) in conjunction with a class session where student groups examine a piece of cited literature (scholarly or not) and discuss/applies/presents 3-2a evaluation standards.Annotated Bibliography or worksheet outlining points of 3.2.a, evaluation for all cited works in paper. Special narrative emphasis on point-of-view and authority standards. They're most difficult to communicate/teach.
Ask the students. “Did you use this (offer cited, excerpted resource) for a paper on X (e.g., abortion, racism, gay parenting)?”
Expand works cited page to include annotations detailing the research process through which each cited source was located. This page should be copied to the librarian to provide the information needed to determine if IL instruction was effective.
Standard 4.1.c
For Anthropology 300 course, 5-7 page paper is accompanied by a research journal to document prior knowledge and new knowledge. Assessment includes annotations of footnotes/citations in the final paper that answer the following questions: 1) Why was this quote/paraphrase selected? 2). How does it support or disagree with your topic? 3) Does it agree or disagree with your prior knowledge of the topic 4) Why did you place this quote/paraphrase here?Read this short passage. Answer questions about the selected quote. Why are these good assessments? Critical thinking; show relevances; relates to creation of final product; reinforces the process.
1) Ask the students pre-assignment questions like:
--What books, databases, journals, websites, are you aware of for your topic?
--What do you expect the outcome of your research will be?
--What do you hope to find?
2) Students will write a page analysis that will be part of their final paper that will address:
--Which viewpoints are covered by their resources?
--Why they chose the viewpoints they did?
--What their selection of criteria was?
--Which of their criteria they found most helpful or meaningful as they made their choices?
3) Students will provide brief annotations to their bibliography. Each entry will address the following questions:
--How does this source contribute to your knowledge of the topic?
--How did you find this source?
--Why did you choose parts of the sources that you did for your paper?
Standard 5.1.d
We would require the student to show us copyright permission for using these visuals.
Another requirement could be to have the student photocopy the page where the information that is being cited appears. Therefore we could check for plagiarism and also confirm that intellectual property is being acknowledged.
Student can be asked to summarize the issues and give examples of intellectual property, copyright and fair use.
Students could be given 2 URLs and asked to review them for evidence of legal/ethical issues as explained in this competency.
Students could be handed an article and asked: “What part of this article can you use, picture? figure? graph, text? What would you have to do in order to use it?”
In test student could be given a short scenario and asked: is this OK to do, why or why not?
Take a look at our page on Assessment Issues and our Assessment Bibliography