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Choose Your Own Assessment

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by

Catherine Lantz

on 8 April 2015

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Transcript of Choose Your Own Assessment

Bibliographies
Two evaluation phases: annotated and final bibliographies
84 annotated bibliographies
74 final bibliographies
Research Journals
Coincide with Assignments
Faculty collaboration
Coding
Rich Comparative Results

Interviews
The Quest
Research Question :

How do first-year students engage in the research process during their first-year writing course?
Activity: Choose Your Own Assessment
Read your Choose Your Own Adventure booklet
Choose Your Own Assessment
A Research Study of First-Year Students at the University of Illinois, Chicago
Considerations
What are the benefits and potential challenges implicit in the assessment technique you chose?
Google Forms
C.
A.
T.
Simpson, Shannon R. "Google Spreadsheets and real-time assessment Instant feedback for library instruction." College & Research Libraries News 73.9 (2012): 528-549.
Lessons Learned
Word questions carefully!
Put exercise into context.
Consider timing of the semester when determining what to assess.
Cathy Lantz, Annie Armstrong, Glenda Insua, & Annie Pho
Topic Development
Assignment Process
Bibliography Entries
Challenges
Prior Research Experience
The 5 Guiding Questions:
Lessons Learned
Timing is important
Craft your interview questions carefully
Build in time for transcription and coding
Context
English 161: First-year composition course
Required to do in-depth research
Scaffolded assignments
4 sections of the class
Two instruction sessions; 75 mins each
Advantages
Extremely versatile
Research as Inquiry
Searching as Exploration
Allow for real-time adjustments
Easy way to incorporate active learning
Rubric
Early Lessons

Consider collecting completed research assignments from multiple professors so that data does not reflect the anomalies of a particular topic or assignment
Bibliographies offer useful evidence of student research behavior for performance assessments. Data can lead to more questions than answers:
why did students cite fewer articles in than books or encyclopedias?
why did citation accuracy and source quality deteriorate slightly over time?

Must discuss with faculty and look for clues in qualitative data...
What we discovered
Conclusions
Factor in workload and expected returns when choosing and layering techniques
Close the loop! (in progress)
What lessons would you like to share from your experiences implementing various techniques?
How have you "closed the loop" and made changes or shared information with stakeholders as a result of your assessment efforts?
What we learned from our multi-pronged approach:
Choose the right tool for the job
Once you get to the assessment methods, answer the questions
Discuss with others at your table
Two types of data:
1. Individual student/class
2. Aggregate data across classes
66% of students were able to find a scholarly article
What about the other 34%?
Good way to get snapshot of student learning
Full transcript