Assignments as
Assessment
Michelle S. Millet
Information Literacy Coordinator
Trinity University
UTSA Symposium 2006
Today’s Objectives
Attendees will discover ways to create
assignments within the context of library
instruction to use as assessment tools;
 Attendees will learn about the theory
behind assessment in higher education;
and
 Attendees will practice creating an
assignment to ensure that I practice what
I preach.

Question 1: Who, on your
campus, is responsible for
assessing student learning?
Today’s Focus
Out of the library classroom
 Can be used in addition to instruction

Today, we’re talking about…

Assignments
– Create a sense of value
– Build relationship with faculty
– Build relationship with students
Two Birds
 Continuing or introducing the concepts of
information literacy

Question 2: How often do you
wish you had more time with
the students?
When….

to add an assessment?
– Before class (pre-assess knowledge/comfort
levels)
– After class (what did students retain? How
does this relate to learning?)
– During class
 Directly tied to your objectives
Examples…
Pre/Post Testing
Research Log
Date Topic Source Consulted Search Results/
Terms Comments/
Used Follow-Up
Bibliography Analysis
Work with faculty to define rubrics.
 Make sure you comment on the
bibliographies.
 Often begins with the “signed”
bibliography.

Tiered Instruction

Goes back to more time….
– What if students had to complete a reference
assignment before your class?
– What if students had to complete an
information literacy self assessment?
Example Background Information
Assignment
Examine and annotate the following three
sources. Annotations should begin with a
correctly formatted citation and run 3-5
sentences in length. Please provide a brief
description followed by an evaluative summary.
Consider the following questions: Will it be
useful in your research? Why or why not? What
are the author’s credentials? Is there a
bibliography? Does it include primary sources?
Use your judgment.
Example Self-Assessment






I am comfortable using the library and doing research.
I usually have no problems finding information I need.
I can effectively search library catalogs and databases.
Once I have a list of the sources I need to consult, I can
easily locate and obtain them.
I am familiar with the different kinds of information
sources available.
I know the best reference books, indexes, and other
general resources to use to get background information
on my topic.
Why?
“Teaching without learning is
just talking.”
Thomas A. Angelo and K. Patricia Cross. Classroom Assessment Techniques: A Handbook
for College Teachers, 2nd ed. San Francisco: Jossey-Bass Publishers, 1993, 3.
The Theory of Assessment

Higher Education
– A Nation at Risk (1983)

Libraries
– Parallel programmatic assessment

Library Instruction
– ACRL Standards (1989)
Assessment vs. Evaluation

Evaluation of Teaching
– How did we do?

Assessment of Learning
– What did you learn?
Classroom Evaluation
Assessment of Learning
How?

Measurable Goals/Objectives
– Start with three and make one measurable

Tie these to course goals
The Creative Process
Begin with your measurable objective
 Consult Bloom’s for guidance
 Remember the nuts and bolts:

– Vary the assignment for the class if necessary
– Be firm about deadlines if you can
– Take the time to add comments
Is this going to be graded?
Yes!
 Remember to keep your promises to
students.

Take Your Own Advice
Don’t assume
 Allow enough time
 Collaborate
 Try it yourself

Let’s Try one!
Class: Latin American Cultures. Common
Curriculum Course, all levels, all majors.
 Students are assigned three primary
sources and they have to decide if
violence in conquest of Mexico is justified.
 Objective?
 What kind of assignment could we tie to
this course?

Group Work

Work in pairs to finish worksheet.
Thanks!
www.trinity.edu/mmillet
Presentation and stuff will be there!