In this episode, Amanda and Jessica chat with Mary-Michelle Moore, a Teaching & Learning Librarian at UC Santa Barbara about formative assessment and a plan that she designed for student assessment in class.
Topics & Takeaways:
- When librarians enter the classroom for a one-shot session, even with faculty feedback prior to class, it can be difficult to know the extent of prior knowledge students have.
- By asking students for feedback before and during a session about information literacy, we bring student experiences into the learning and also get real time information on how to move the learning forward.
- Implementing formative assessment in the classroom can allow librarians to collect information during a session to see what students need for learning and it can vary from basic questioning to bouncing between different topics/activities.
- Forms of formative assessment discussed:
- Think, Pair, Share
- Padlet
- Wooclap Audience Response
- When asking students for information, balance how much information is given to them (overload) while also providing enough detail to explain the “why” behind the activity/assessment and the “what” that is expected.
Resources referenced in this episode:
This episode's theme music:
Srivastav, A. (2013). Merry Go Round [Audio file]. Retrieved from https://soundcloud.com/909-music/arnav-srivastav-merry-go
Here's where you can find us:
Podcast: @Librarian_Guide
Jessica: @LibraryGeek611
Amanda: @HistoryBuff820
Email: InfoLitTeachingPodcast@gmail.com
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