In an environment in which libraries increasingly need to demonstrate their value to faculty and administrators, providing evidence of the library’s contribution to student learning through its instruction program is critical. However, building a culture of assessment can be a challenge, even if librarians recognize its importance. In order to lead change, coordinators of library instruction at institutions where librarians are also tenure-track faculty must build trust and collaboration, lead through influence, and garner support from administration for assessment initiatives. The purpose of this paper is to explore what it takes to build a culture of assessment in academic libraries where librarians are faculty through the High Performance Programming model of organizational change. The guidelines for building a culture of assessment will be exemplified by case studies at the authors’ libraries where instruction coordinators are using collaboration to build a culture of assessment with their colleagues.
The research and studies of a third grade classroom using Constructivism. The past two years have been spent facilitating students' learning through the use of inquiry in science, math, reading and writing. The various lessons I learned in the process focused on student learning. Student needs, such as think time and emotional safety, were of particular import. Over the course of my masters, I adapted and used tools such as concept maps and formative assessments to identify student knowledge and gaps in learning. By the end of my degree program I had acquired new insights on the use of tangible manipulatives and their importance in a grade three classroom and have supported other teachers in my building with better use of formative assessments and inquiry learning in science and math. There is an increasing demand on teachers' performance. Understanding how students learn is an integral piece to accomplishing our goals in teaching.
The purpose of this study was to explore the nature of misconceptions found in high school students, employ methods for identifying misconceptions, and examine the effectiveness of different pedagogical methodologies for overcoming identified misconceptions.
This article discusses a successful collaboration between multiple subject specialist librarians, the University Archivist and a faculty member teaching an undergraduate course in documents-based social science research. This collaborative partnership allowed for each subject specialist to expose students to specific information literacy skills they needed to be successful in their class. The authors used pre- and post-assessments to gauge student comfort level in conducting library research, as well as a rubric to assess the annotated bibliography of a student’s final research paper. The data from these assessment tools are analyzed and the results discussed. The data indicates that students benefited from the specialized instruction they received.