Assessment of Classroom Instruction
3. Identify an Assessment Means
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Assessment Methods
| Videotaping |
| The instructor records a class on videotape, and then reviews later to get a sense for how well the class went. Equipment can be checked out from the Digital Media Lab. |
| Time Required |
| Librarian |
Medium |
| Student |
Low |
| Analysis |
Medium |
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| Pros: |
Allows the instructor to get a feel for how well the class went from the student's perspective; can be reviewed multiple times and archived; proof of assessment. |
| Cons: |
The presence of a camera may alter the behavior of the students, instructor, or both; impossible to find out what the students are thinking. |
| Caveats: |
Review the tape as soon as you can following the session, while it is still fresh in your memory. You can use this question form to help analyze the results. |
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| Colleague Observations |
| Using this technique, the instructor invites a colleague to sit in on a class and evaluate the session based on content, delivery, materials, etc. This can be an efficient method for getting meaningful feedback on your teaching. |
| Time Required |
| Librarian |
Low |
| Student |
Low |
| Analysis |
Low |
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| Pros: |
Encourages a goal-oriented approach to instruction; increases awareness of teaching roles and instructional efforts; validates assumed benefits of teaching. |
| Cons: |
Evaluations can be too uncritical (halo effect); may verify what you already know. |
| Caveats: |
Be sure to follow up quickly with the evaluating colleague to ensure that feedback is fresh and current; stress that you're looking for critical feedback. |
| Source: 2. Butler, J. T. & Veldof, J. R. (2002). Information Literacy Toolkit: Meeting the Challenge of a Large Research University. Academic Exchange Quarterly, Vol. 6, Issue 4, Winter |
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Next: Teach Class and Collect Data
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