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| Auteurs principaux: | , , |
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| Format: | Recurso educativo Open Access |
| Langue: | en |
| Publié: |
2016
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| Sujets: | |
| Accès en ligne: | https://eric.ed.gov/?id=EJ1106890 |
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| _version_ | 1867180868643061760 |
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| author | Gariepy, Laura W. Stout, Jennifer A. Hodge, Megan L. |
| author_facet | Gariepy, Laura W. Stout, Jennifer A. Hodge, Megan L. Gariepy, Laura W. Stout, Jennifer A. Hodge, Megan L. |
| collection | Education Resources Information Center |
| contents | Using Rubrics to Assess Learning in Course-Integrated Library Instruction Gariepy, Laura W. Stout, Jennifer A. Hodge, Megan L. Library Instruction Scoring Rubrics Academic Achievement Outcomes of Education Information Literacy Librarians Academic Libraries Library Associations Performance Based Assessment Writing Instruction Writing Skills Writing (Composition) Worksheets Interrater Reliability Correlation Comparative Analysis Librarians face numerous challenges when designing effective, sustainable methods for assessing student learning outcomes in one-shot, course-integrated library instruction sessions. We explore the use of rubrics to programmatically assess authentic learning exercises completed in one-shot library sessions for a large, required sophomore-level research and writing course. We discuss our findings, as well as how results are used and subsequently impact our information literacy initiatives on a programmatic level. This model is scalable and can be adapted for class size, time, and subject matter. |
| format | Recurso educativo Open Access |
| id | eric_EJ1106890 |
| institution | ERIC Institute of Education Sciences |
| language | en |
| publishDate | 2016 |
| record_format | eric |
| spellingShingle | Using Rubrics to Assess Learning in Course-Integrated Library Instruction Gariepy, Laura W. Stout, Jennifer A. Hodge, Megan L. Library Instruction Scoring Rubrics Academic Achievement Outcomes of Education Information Literacy Librarians Academic Libraries Library Associations Performance Based Assessment Writing Instruction Writing Skills Writing (Composition) Worksheets Interrater Reliability Correlation Comparative Analysis Using Rubrics to Assess Learning in Course-Integrated Library Instruction Gariepy, Laura W. Stout, Jennifer A. Hodge, Megan L. Library Instruction Scoring Rubrics Academic Achievement Outcomes of Education Information Literacy Librarians Academic Libraries Library Associations Performance Based Assessment Writing Instruction Writing Skills Writing (Composition) Worksheets Interrater Reliability Correlation Comparative Analysis Librarians face numerous challenges when designing effective, sustainable methods for assessing student learning outcomes in one-shot, course-integrated library instruction sessions. We explore the use of rubrics to programmatically assess authentic learning exercises completed in one-shot library sessions for a large, required sophomore-level research and writing course. We discuss our findings, as well as how results are used and subsequently impact our information literacy initiatives on a programmatic level. This model is scalable and can be adapted for class size, time, and subject matter. |
| title | Using Rubrics to Assess Learning in Course-Integrated Library Instruction |
| topic | Library Instruction Scoring Rubrics Academic Achievement Outcomes of Education Information Literacy Librarians Academic Libraries Library Associations Performance Based Assessment Writing Instruction Writing Skills Writing (Composition) Worksheets Interrater Reliability Correlation Comparative Analysis |
| url | https://eric.ed.gov/?id=EJ1106890 |