By Carolyn Radcliff, Mary L. Jensen, Joseph A. Salem Jr., Kenneth J. Burhanna, Julie A. Gedeon
Info literacy evaluation applies to a couple of contexts within the greater schooling enviornment: institutional curricula, info literacy courses, details literacy classes, course-integrated details literacy guide, and stand-alone details literacy workshops and on-line tutorials. This functional advisor presents an summary of the review approach: making plans; choice and improvement of instruments; and research and reporting of information. An assessment-decision chart is helping readers fit acceptable review instruments and methods with studying results and tutorial settings. overview instruments, geared up by way of variety, are observed through case reviews. a variety of info literacy criteria are referenced, with emphasis given to ACRL's info Literacy Competency criteria for better schooling.
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Important 4. Very important 5. Essential A goal you never try to achieve. A goal you rarely try to achieve. A goal you sometimes try to achieve. A goal you often try to achieve. A goal you always/nearly always try to achieve. 2. Sample Questions from the Teaching Goals Inventory. As you prepare for classroom assessment, it is helpful to begin by answering the following two questions by completing the corresponding statements. • What is it that you want to know about your students’ learning? Complete this statement: “I want to know whether my students .
Assesses your goal or whether a deeper line of questioning is required. Goals that involve processes and/or complex evaluation may require a series of questions to fully assess. Also, remind yourself that this is a process: observations, questions, and self-reflection. Your observations will generate additional questions. You will listen and observe students as they answer questions. You will reflect on their behaviors and answers, and you will ask more questions and make additional observations.
Simply jot your notes on a pad of paper. Try to write down a key phrase or a reminder of what your observation was. Tips for Informal Questioning 1. Base Your Questions on Your Instructional Goals Again, your instructional goals provide a good starting point for informal questions. Before your first instructional session, spend some time reviewing your goals and brainstorming about potential questions. This may seem to contradict the spontaneous nature of informal questioning, but remember, we said informal assessment techniques require little planning, not zero planning.