Last week I was fortunate to get to attend and present at LOEX 2017, in Lexington, KY.  I’m excited to have joined the LOEX Board of Trustees this year and it was great to see familiar faces and meet new, energized librarians, too.

I presented a one-hour workshop where I walked participants through a comparison of two common types of results reports from large-scale assessments.  We looked at an example of a rubric-based assessment report and a report from the Evaluating Process and Authority module of the Threshold Achievement Test.  We compared them on the criteria of timeliness, specificity, and actionability, and found that rubric results reports from large-scale assessments often lack the specificity that makes it possible to use assessment results to make plans for instructional improvement.  The TATIL results report, on the other hand, offered many ways to identify areas for improvement and to inform conversations about next steps.  Several librarians from institutions that are committed to using rubrics for large-scale assessment said at the end of the session that the decision between rubrics and tests now seemed more complicated than it had before.  Another librarian commented that rubrics seem like a good fit for assessing outcomes in a course, but perhaps are less useful for assessing outcomes across a program or a whole institution.  It was a rich conversation that also highlighted some confusing elements in the TATIL results report that we are looking forward to addressing in the next revision.

Overall, I came away from LOEX feeling excited about the future of instruction in the IL Framework era.  While the Framework remains an enigma for some of us, presenters at LOEX this year found many ways to make practical, useful connections between their work and the five frames. ...continue reading "May Update: Report from LOEX"

Carrick Enterprises has begun to modernize the Project SAILS web site, administrator tools, and reports. This work will continue through the 2017-2018 academic year and will be put into production June 15, 2018. There will be no disruption of service during this work and all existing information will be migrated to the new system.

What’s new:

Peer institution scoring

You will select the tests from your peer institutions to include as a cross-institutional score. This will be reported with all score reporting except your Custom Demographic Questions. You will continue to see cross-institutional scores by institution type, however, you will now be able to include multiple institution types in these scores.

On-demand Cohort report creation

Cohort reports will no longer be restricted to being created at the end of December and the beginning of June. Once you have stopped testing, you will be able to configure your report for production. As long as all of the tests you have included in your peer institution list are completed, your report will be generated overnight and available to you the following day. Your payment will still be required to have been received by us before you can download your report.

Student reports for Individual Scores

You will have the option to display an individualized analysis of your students’ performance when they complete the test. They will have the option to download this report as a PDF document. If you choose to not display this report to your students, you will still receive the reports in your report download.

Detailed narrative report for Individual Scores

In addition to student data, you will receive a narrative report analyzing your students’ performance on the test. This report is something that can be shared with your faculty collaborators and your library administration.

Student activity monitoring

You will be able to monitor in real-time how far along your students are as they take the test. You will see the Student Identifier (which will be called the Student Key), start time, and page number that they are currently answering. You will still be able to download a list of Student Keys that have completed the test. This will continue to include the start time, end time, and number of seconds elapsed for each student.

What’s changing:

...continue reading "Project SAILS Enhancements in the Works"

Dominique Turnbow is the Instructional Design Coordinator at University of California, San Diego Library, and she’s been a TATIL Board member since the beginning of the project in 2014. Dominique has been instrumental in drafting and revising outcomes and performance indicators as well as writing test items. Recently Dominique and her colleague at the University of Oregon, Annie Zeidman-Karpinski, published an article titled “Don’t Use a Hammer When You Need a Screwdriver: How to Use the Right Tools to Create Assessment that Matters” in Communications in Information Literacy. The article introduces Kirkpatrick’s Model of the four levels of assessment, a foundational model in the field of instructional design that has not yet been widely used by librarians.  

The article opens with advice about writing learning outcomes using the ABCD Model. Through our collaboration with Dominique, the ABCD Model provided us with a useful structure when we were developing the performance indicators for the TATIL modules. It is a set of elements to consider when writing outcomes and indicators and the acronym stands for Audience (of learners), Behavior (expected after the intervention), Condition (under which the learners will demonstrate the behavior), and Degree (to which the learners will perform the behavior). This structure helped us to write clear and unambiguous indicators that we used to create effective test questions.

Kirkpatrick’s Model of the four levels of assessment is another useful tool for ensuring that we are operating with a shared understanding of the goals and purpose of our assessments. Dominique and Annie make a strong case for focusing classroom assessments of students’ learning during library instruction on the first two levels: Reaction and Learning. The question to ask at the first level is “How satisfied are learners with the lesson?” The question to ask at the second level is “What have learners learned?” Dominique and Annie offer examples of outcomes statements and assessment instruments at both of these levels, making their article of great practical use to all librarians who teach.

They go on to explain that the third and fourth levels of assessment, according to Kirkpatrick’s Model, are Behavior and Results. Behavior includes what learners can apply in practice. The Results level poses the question “Are learners information literate as a result of their learning and behavior?” As Dominique and Annie point out in their article, this is what “most instructors want to know” because the evidence would support our argument that “an instruction program and our teaching efforts are producing a solid return on investment of time, energy, and resources” (2016, 155). Unfortunately, as Dominique and Annie go on to explain, this level of insight into students’ learning is not possible after one or two instruction sessions.  

To determine if students are information literate requires a comprehensive assessment following years of students’ experiences learning and applying information literacy skills and concepts. In addition to the projects at Carleton College and the University of Washington that Dominique and Annie highlight in their article, Dominique also sees information literacy tests like TATIL and SAILS as key tools for assessing the results of students’ exposure to information literacy throughout college. Having the right tools to achieve your assessment goals increases the power of your claims about the impact and value of your instruction at the same time that it reduces your workload by ensuring you’re focused on the right level of assessment.

If you’re attending ACRL, don’t miss Dominique’s contributed paper on the benefits of creating an instructional design team to meet the needs of a large academic library. She’s presenting with Amanda Roth at 4pm on Thursday, March 24.

We’re excited that this semester all four modules are available for field testing.  Modules 1 and 2 now offer students feedback when they finish the tests.  Modules 3 and 4, still in the first phase of field testing, do not yet provide immediate feedback to students.  But that doesn’t mean that students shouldn’t reflect on their experience taking the test.  When I have students take Module 3: Research & Scholarship and Module 4: The Value of Information, I create an online survey they can complete as soon as they’ve finished the last question.  Setting up the test through www.thresholdachievement.com makes that easy by providing an option for directing students to a URL at the end of the test.  You can view the brief survey that I give students.

When asking for students’ reflections on their experiences, whether for the TATIL modules or for any instructional interaction, I always rely on critical incident questionnaires as my starting point.  Stephen Brookfield, a transformative educator who is an expert in adult learning, has been promoting critical incident questionnaires since the 1990s.  Building upon Dr. Brookfield’s work, faculty have used the instrument to survey students about their experiences in face-to-face classes as well as online.  Read more about his work and the work of his colleagues here: http://www.stephenbrookfield.com/ciq/

If you would prefer to collect information about students’ perceptions of the test content rather than or in addition to their experience taking the test, consider survey questions like:

  • Where did you learn the skills and knowledge that you used on this test?
  • What do you think you should practice doing in order to improve your performance on this test in the future?
  • What were you asked about on this test that surprised you?

By surveying students at the end of the test, you lay the groundwork for class discussions about the challenges the test presented, areas of consensus among your students, and misconceptions that you may want to address.  The test gives students a chance to focus on their information literacy knowledge and beliefs, which they do not always have the time or structure to do.  Writing briefly about their experience taking the test while it is still fresh in their mind will help students to identify the insights they have gained about their information literacy through the process of engaging with the test.

Download sample student reportThis semester Carolyn Radcliff and I had the opportunity to discuss the test and the students’ results reports with our own classes or with students in our colleagues’ classes.  You can see an example of students’ personalized results reports by clicking the thumbnail to the right.  These reports are currently available for the field testing versions of modules 1 and 2 and will be available for field testing versions of modules 3 and 4 in 2017.

Students’ Responses to their Personalized Results

Our conversations with students gave us a new perspective on the test.   As with any test results, some students were disappointed by their results and others disagreed with the evaluation of their performance, but overall students found value in the reports.  Here are some samples of reflective responses from students:

  • I felt most engaged when the results said that I ‘have the habit of challenging (my) own assumptions.’ That’s something I definitely do and I was surprised that the test was able to detect that.
  • I was most surprised that the report said that I defer to particular kinds of authority a bit more than others; I will be sure to keep the recommendations in mind.
  • It was surprising that I wasn’t as proficient as I thought but I felt most engaged by the results when I learned that most college students are also at my level.
  • It was surprising that the results reminded me to seek out additional perspectives and not only ones that support my claim or topic.
  • The chart of my score was interesting.
  • I felt most engaged at the beginning [of the results report] when they analyzed my results directly by using [the pronoun] ‘you.’
  • The test was beneficial by making me think about the use of different sources.
  • Nothing was surprising, but I did agree with the recommendations to strengthen my writing/reading abilities, which I found very helpful.

Students appreciate having results immediately, and in one class where we promised them results but an error on my part during the test set-up delayed their reports, students expressed disappointment and were relieved when they understood that they would still get their personalized reports later.  Nevertheless we know that not every testing situation is intended to result in direct feedback to students, so the student reports are an optional feature that you can turn on or off when you set up the test each time.

...continue reading "December Update: How Students Experience the Test"