Planning and Assessing Instruction Sessions Using Learning Outcomes Texas Library Association Annual Conference Houston, TX – March 31, 2009

Report
Planning and Assessing Instruction
Sessions
Using Learning Outcomes
Texas Library Association
Annual Conference
Houston, TX – March 31, 2009
Learning Outcomes for Session
Attendees will be able to:
• Create learning outcomes based on assignments
• Create activities/content to teach to those learning
outcomes
• Assess students’ achievement of learning outcomes
Information Literacy: ACRL Definition
An information literate individual is able to:
• 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
Information Literacy: AASL Definition
The student who is information literate:
• Accesses information efficiently and effectively
• Evaluates information critically and competently
• Uses information accurately and creatively
Learning Outcomes
• Identify what your students will know and be able to do
by the end of your instruction activity
• Useful tools for creating learning outcomes:
– ACRL Information Literacy Competency Standards
for Higher Education and ACRL Standards Toolkit
– AASL Information Literacy Standards for Student
Learning
– Bloom’s Taxonomy
Sample Assignment
Choose a controversial social issue and write a paper
mapping the controversy. To do so, identify all the
sides of the controversy (and a true controversy has
more than two sides), explain what they are and where
they intersect with one another. Summarize and
analyze all positions fairly, without advocating or
slanting. Incorporate at least three sources, at least two
of which are library sources (print sources or sources
found in electronic library databases). Document all
sources accurately according to MLA style.
Selected Learning Outcomes
• Students recognize that encyclopedias provide topic
overviews and background information, including
histories of controversial issues. (ACRL & AASL
Standard 1)
• Students select keywords to represent different
aspects of their controversy, stakeholders, etc. (ACRL
Standard 2, AASL Standard 1)
• Students formulate searches using AND and OR
(ACRL Standard 2, AASL Standard 1)
Selected Learning Outcomes
• Students recognize that article citations can be located
using a subscription database (ACRL Standard 2,
AASL Standard 1)
• Students select appropriate databases for the types of
articles they need (ACRL Standard , AASL Standard
1)
• Students evaluate websites and articles for authority,
accuracy, point of view, currency and relevancy
(ACRL Standard 3, AASL Standard 2)
Active Learning
Create learning outcomes for your assignment
•
BREAK
Meet back in 15 minutes
•
Creating Content & Activities
• Tie content/activities to learning outcomes
• Appeal to a diversity of learning styles
Active Learning
Create content/activities for your learning outcomes
•
Assessment
• What to assess
• How to use assessment data
• Easy ways to get started: Muddiest point, 1minute essay, faculty feedback, etc.
• Assessment tied to learning outcomes: Pre &
post-tests, research logs, etc.
Wrap-up
• Questions
• Presenters:
Michele Ostrow & Meghan Sitar
Library Instruction Services
University of Texas Libraries

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