Procedures for Educative Assessment

1. Forward-Looking Assessment Formulate one or two ideas for forward-looking assessment. Identify a situation in which students are likely to use what they have learned, and try to replicate that situation with a question, problem, or issue.

After demonstrate how to search, identify, and choose a scholarly journal article, students could practice on other databases that assigned by the librarian to find one article that meets the assignment request based on the demonstration.  In addition, the librarian design a survey that asking students to fill it out before the course and after the course to see if there were differences.

2. Criteria & Standards Select one of your main learning goals, and identify at least two criteria that would distinguish exceptional achievement from poor performance. Then write two or three levels of standards for each of these criteria.

One of the session's goal is that each student is able to find one scholarly journal article.  Students understand different types of articles: scholarly/peer-reviewed journals articles, journal/magazine articles, newspaper, etc.  Second, they are able to use scholarly databases or identify the journal's type by checking through Ulrich's Periodicals Directory while using combined databases which contain both scholarly journals and trade magazines. 

It is exceptional achievement if students could find scholarly journal articles from more than two engineering databases and poor performance if students could not use library databases to search at all.

3. Self-Assessment What opportunities can you create for students to engage in self-assessment of their performance?

Students will be requested to practice on other databases assigned by me after my demonstration to self-assess their performance.  And it is the opportunity to them to be familiar with other databases, ask questions, and share their thoughts and searching tips with the whole class.

After the lecture, the library has "how to start your research" webpage.

4. "FIDeLity" Feedback What procedures can you develop that will allow you to give students feedback that is:

Frequent Immediate

Discriminating, i.e., based on clear criteria and standards Lovingly delivered

Can provide feedback immediately during the session.  And frequent feedback once students use our reference services or contact me directly.