29 May 2015
I will give feedback on my participation in the ACRL Immersion Program (Assessment Track) last fall. I will focus on the life-cycle of assessment, clarify terms such as assessment -of, -as, and -for learning, and share an assessment plan that I developed during the workshop. The structure of the assessment plan will be a concrete take-away for participants.
In November 2014, the AMICAL Small Grant allowed me to participate in one of the well-known workshops of the ACRL Immersion Program - the Assessment Track (a four day workshop). I believe that it is now my turn to give back to the AMICAL network the knowledge, skills and attitudes that I gained from this highly interactive experience and its constructivist approach.
In my presentation, I will not cover all of the topics, exercises, and slides that were covered during the workshop. Instead, I will first present the big picture and put the life-cycle of assessment in the center of my presentation (Gilchrist 2009). In my second step, I will then focus on clarifying and defining certain terms such as learning goals and assessment-of, -as, and -for learning (Earl 2004). In my final step, I will share an assessment plan that I developed during the workshop. The outline of the assessment plan will then be a concrete take-away from my presentation as well.
As the ACRL Immersion program is built upon the idea of learning-by-doing, I will include hands-on group activities in order to engage the participants.
- Earl, Lorna M. “Assessment of Learning, for Learning, and as Learning.” Assessment as Learning: Using Classroom Assessment to Maximize Student Learning. Thousand Oaks, CA: Corwin, 2004. 21-28. Print.
- Gilchrist, Debra L. “A Twenty Year Path: Learning about assessment; learning from assessment”. Communications in Information Literacy, 3(2), n.p., 2009. Web.
Michael StoepelUser Services LibrarianAmerican University of Paris
Ann BorelDirector and Librarian, Academic Resource CenterAmerican University of Paris