Better Teaching Through Assessment
8:30-9:00 - Registration and Coffee
9:00-12:00pm - Primary SpeakerLooking "Out" for Change
12:00-1:00 - Lunch (included)
1:00-3:30 - Other SpeakersHow Am I Doing? Librarians Learning to Teach
The Yale University Library's Instruction Group provides a "Train the Trainer" program to support librarians who provide instruction. Our most recent program was a three-part workshop on working with faculty to develop library classes that really work. Led by Bill Rando, Director of Yale's McDougal Graduate Teaching Center, the workshop focused on methods to get students actively involved in what they are learning and to assess where students "are", what they need, and what they take away from a library class. Our presentation will review what we learned concerning in-class, post-class, and peer assessment strategies, which help evaluate the effectiveness of the instructor.
Creating an Assessment Portfolio for Your Instruction Program
Over the past year, instruction librarians at GW have struggled to incorporate assessment into their classes. The goal during the fall 2002 semester was to use assessment in three - five instruction classes, and several options were presented for librarians to try. After the fall semester the librarians discussed their experiences and all five librarians had used the one-minute paper. It was clear to us that part of the reason we chose this option was because it was easy to use and did not require a lot of preplanning. In order to get a variety of assessment, easy-to-use forms were created and implemented during spring 2003. After reading the article "The portfolio: an instruction program assessment tool" (Reference Services Review, 29(4), 294-300), we decided to put the assessment results into a portfolio.
A Practical Approach to Pre and Post Testing:
Probing for Learning Outcomes While Avoiding the Pitfalls
This session will focus on developing pre- and post-test instruments to assess student learning in library instruction. Examples of effective and not-so-effective tools and applications will be shared with a focus on strategies for designing questions, applying the instrument, and integrating the assessment findings to improve student learning opportunities.
Peer Coaching in Instruction: Librarians Teaching and Learning Together
Lori S. Mestre
Peer coaching/mentoring can be used in your instruction program as a nonthreatening evaluative method to improve individual teaching techniques, presentation styles, content, and student connection to your topic. This presentation will describe the peer coaching/mentoring process at the University of Massachusetts Amherst, including examples, benefits, considerations and how to get a program started.
©2003 Trustees of Dartmouth College
Hanover, New Hampshire 03755 USA