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  • Slide 1
  • Meaningful assessment in the music classroom: collaborating with faculty on effective library instruction Erin Conor Performing Arts Librarian Reed College Kathleen DeLaurenti Arts Librarian College of William & Mary Music Library Assoc. Annual Conference, February 2015
  • Slide 2
  • ASSESSMENT
  • Slide 3
  • How can we design assessments that avoid reinforcing the banking model of education? How do we measure and evaluate student learning in a more qualitative and holistic way, especially in a 50-minute one-shot? What does learner-centered assessment look like?
  • Slide 4
  • Our goals inspire, inform
  • Slide 5
  • Todays presentation Two case studies: Lesson study for the one-shot Authentic assessment for a semester-long course
  • Slide 6
  • Lesson study: alternative assessment for the one-shot
  • Slide 7
  • What is lesson study? Japanese teaching improvement and knowledge-building process Instructors work together to plan, design, observe and refine a lesson plan A form of assessment
  • Slide 8
  • Lesson study in practice 1.Set Learning Goals: What should students know and be able to do as a result of the lesson? 2.Design the Lesson: How will we achieve our learning goals? 3.Plan the Study: How will we observe and collect evidence of student learning? 4.Teach and Observe: One team member teaches the lesson while one or more observes and collects evidence of student learning. 5.Analyze and Revise: How well did students meet our learning goals? 6.Document and Disseminate: The team documents the lesson study and shares their work with colleagues.
  • Slide 9
  • Key features of lesson study Student-centered Reflective Iterative
  • Slide 10
  • Why did we do this? To support a reflective teaching practice To encourage collaboration To foster student-centered assessment Lesson study is non-threatening
  • Slide 11
  • But how did I get buy-in? We were all struggling alone Opportunity to gain generally applicable skills and insights Not doing in response to negative feedback
  • Slide 12
  • Best practices and lessons learned Project management is important! Plan well in advance Work on a compressed schedule How will your team work best as a group?
  • Slide 13
  • Best practices and lessons learned Meeting structure is important! Everyones input is valid Draw out quieter team members In cases of conflict, return to your learning goals And dont forget your campus Institutional Review Board.
  • Slide 14
  • Teaching, like other forms of scholarship, is an extended process that unfolds over time. It embodies at least five elements: vision, design, interactions, outcomes, and analysis. -Lee Shulman in The course portfolio: How faculty can examine their teaching to advance practice and improve student learning
  • Slide 15
  • Critical Pedagogy + Authentic Assessment with Wikipedia
  • Slide 16
  • Critical Pedagogy the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world. -Paulo Freire, Pedagogy of the Oppressed
  • Slide 17
  • Feminist Assessment Feminist assessment is guided by the principles of feminist pedagogy. It is learner-centered and diverse and validates differing perspectives and voices. It challenges the power relations that govern traditional assessment methods. Maria Accardi, Feminist Pedagogy for Library Instruction
  • Slide 18
  • Authentic Assessment A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills. Jon Mueller, Authentic Assessment Toolbox http://jfmueller.faculty.noctrl.edu/toolbox/index.htm
  • Slide 19
  • Wikipedia editors are predominantly male. (Data as of April 2012. Chart by wikipedia user Akhanna. CC-BY-SA license.)
  • Slide 20
  • Are you an American Novelist or an American Woman Novelist?
  • Slide 21
  • Pink Noises in Wikipedia
  • Slide 22
  • Assignment Design Semester-long scaffolding with milestones Peer-reviewing for articles Fully-integrated editing experience for students Engage in critical discussion and readings on bias and representation in the site You can view our entire assignment online at https://en.wikipedia.org/wiki/Education_Program:College_of_William_and_Mary /Pink_Noise:_Women_making_electronic_music_%28Spring_2014%29
  • Slide 23
  • What worked: Students engaged in the content and the platform Articles were completed and continue to be added to! Students engaged the artists as people; closer relationship with the composers work Recognized how Wikipedia works: Its really hard to write without doing any original research or voicing my own ideas
  • Slide 24
  • What needs to be improved: Students didnt engage in peer review to the level we hoped Students were shy about working through the assignment live on the platform Scaffolding was too spread out; more consistent in-class check-ins or goals could have helped
  • Slide 25
  • So you want to #MIH? Join the Wikipedia Education program! Wikipedia Education program Place on the wiki to host your course host your course View other real courses and assignments real courses and assignments Use their tutorials and guides for yourself and your students yourself your students If you can, find an online ambassador to help! online ambassador
  • Slide 26
  • For next time! Better, more consistent integration into the course: milestones for every week Faculty-librarian modeling as Wikipedia editors, not just commenters on the side Put articles out for community review by submitting for Good Article Status
  • Slide 27
  • Further reading Accardi, Maria T. Feminist Pedagogy for Library Instruction. Series on Gender and Sexuality in Information Studies; No. 3. Sacramento, CA: Library Juice Press, 2013. Angelo, Thomas A. Classroom Assessment Techniques: A Handbook for College Teachers. Second edition. Jossey- Bass Higher and Adult Education Series. San Francisco, CA: Jossey-Bass Publishers, 1993. Cerbin, William, and Bryan Kopp. Lesson Study as a Model for Building Pedagogical Knowledge and Improving Teaching. International Journal of Teaching and Learning in Higher Education 18, no. 3 (2006): 25057. Freire, Paulo. Pedagogy of the Oppressed. 30th anniversary edition. New York: Continuum, 2000. University of Wisconsin-La Crosse Center for Advancing Teaching and Learning. The Lesson Study Project. Accessed February 2, 2015, http://www.uwlax.edu/sotl/lsp/tools.htm. Watson, Shevaun E., Cathy Rex, Jill Markgraf, Hans Kishel, Eric Jennings, and Kate Hinnant. Revising the One-Shot through Lesson Study: Collaborating with Writing Faculty to Rebuild a Library Instruction Session. College & Research Libraries 74, no. 4 (July 1, 2013): 38198. doi:10.5860/crl12-255.
  • Slide 28
  • Questions? Erin Conor [email protected] Kathleen DeLaurenti [email protected] @delaubrarian
  • Slide 29
  • Images Curling Numbers, by NessieNoodle, available through a Creative Commons attribution, share-a-like license, https://creativecommons.org/licenses/by-sa/2.0/. Rainbow across Yellowstone Lake, by David Grimes, available through a Creative Commons attribution, non-commercial, share-a-like license, http://creativecommons.org/licenses/by-nc-sa/2.0/. http://creativecommons.org/licenses/by-nc-sa/2.0/ DSC_005-2, by Meekrok, available through a Creative Commons attribution, non-commercial, share-a-like license, http://creativecommons.org/licenses/by-nc-sa/2.0/. http://creativecommons.org/licenses/by-nc-sa/2.0/