Teaching to the Task Authentic Assessment And Information Literacy Dr. Rob Hallis Instructional Design Librarian Associate Professor of Library Services

Teaching to the Task

Authentic Assessment

And

Information Literacy

Dr. Rob HallisInstructional Design LibrarianAssociate Professor of Library ServicesBME, BM, BA, MM, MLIS, Ph.D.University of Central Missouri

Informing the Conversation

Bridging the Divides

What

I Know

GeneralKnowledgeScholarlyResearch

Bridging Academic Information

Bridging Academic Perspectives

• Student • Prof

Biggest Obstacle

Authentic Assessment

• "...Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field." -- Grant Wiggins -- (Wiggins, 1993, p. 229).

• "Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to apply the skills and knowledge they have mastered." -- Richard J. Stiggins -- (Stiggins, 1987, p. 34).

Retrieved from http://jfmueller.faculty.noctrl.edu/toolbox/index.htm 10/31/2015Wiggins, G. P. (1993). Assessing student performance. San Francisco: Jossey-Bass PublishersStiggins, R. J. (1987). The design and development of performance assessments. Educational Measurement: Issues and Practice, 6, 33-42.

http://jfmueller.faculty.noctrl.edu/toolbox/references.htm#wiggins1993

http://jfmueller.faculty.noctrl.edu/toolbox/references.htm#stiggins

ACLR Information LiteracyStandards

• Determine the extent of information needed

• Access the needed information effectively and efficiently

• Evaluate information and its sources critically

• Incorporate selected information into one’s knowledge base

• Use information effectively to accomplish a specific purpose

• Understand the economic, legal, and social issues surrounding the use of information, and access and use information ethically and legally

http://www.ala.org/acrl/standards/informationliteracycompetency#ildef

ACRL Information LiteracyFramework

• Investigate threshold concepts in your discipline and gain an understanding of the

approach used in the Framework as it applies to the discipline you know.

• — What are the specialized information skills in your discipline that students should develop, such as using primary sources (history) or accessing and managing large data sets (science)?

• Look for workshops at your campus teaching and learning center on the flipped classroom and consider how such practices could be incorporated into your courses.

• — What information and research assignments can students do outside of class to arrive prepared to apply concepts and conduct collaborative projects?

• Partner with your IT department and librarians to develop new kinds of multimedia assignments for courses.

• — What kinds of workshops and other services should be available for students involved in multimedia design and production?

• Help students view themselves as information producers, individually and collaboratively.

• — In your program, how do students interact with, evaluate, produce, and share information in various formats and modes?

• Consider the knowledge practices and dispositions in each information literacy frame for possible integration into your own courses and academic program.

• — How might you and a librarian design learning experiences and assignments that will encourage students to assess their own attitudes, strengths/weaknesses, and knowledge gaps related to information?

http://www.ala.org/acrl/standards/ilframeworkapps#suggestions

Critical Thinking

Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness.

http://www.criticalthinking.org/pages/defining-critical-thinking/766

Personal Information • Challenges for Students

• Limited experience

• Linking current Information to Scholarly Articles

• Building a context to structure scholarly information

• Reconciling contradictory information

• Critical Thinking• Building a context

• Evaluating Information

• Integrating information

https://www.flickr.com/photos/cambodia4kidsorg/358283629

Personal Information

Points of assessment

• Mechanics: Formatting Citation

• Critical Thinking• Locating Information


• Integrating Information

• Establishing a context

• Appropriately referencing

Commercial Conversations

• Challenges for Students• Limited experience







https://www.flickr.com/photos/mariettaga/6192647237








Current Information

Finding Background Information• Read an article about

building collapse in Bangladesh

• Key Terms

• Bangladesh

• “garment factory”

• “American companies”

• Gap | “Children’s Place”

• Disaster \ Collapse

Current News















Professional Conversations


• Unfamiliar with disciplines / professions

• Locating Professional

• Sites

• Employment information











ScholarlyResearch

Academic Information








https://www.flickr.com/photos/hikingartist/6172356234


• Mechanics: • Formatting Citation

• Int3egrating Sources






Common Challenges and Assessments across the conversations

Common Challenges








Common Points of Assessment

• Mechanics: • Formatting Citation

• Integrating Sources






Questions

CREDITSCreated by Robert Hallis

Design & Graphics Robert HallisScreens from each vendor accurate as of

10/2014

THANKYOU

Documents

Teaching to the Task Authentic Assessment And Information Literacy Dr. Rob Hallis Instructional Design Librarian Associate Professor of Library Services