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A3 Authentic, Active, Assessment: Assessing In-Class Instruction Student Work

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dc.contributorToni Carter, tcd0006@auburn.eduen_US
dc.creatorCarter, Toni
dc.creatorNoe, Nancy
dc.creatorRumble, Juliet
dc.description.abstractThe assessment of student learning is a hot topic among those in education, and library instruction proves no exception. This presentation concerns Auburn University Libraries’ foray into authentic assessment of active learning components used within library instruction classes. These activities not only enhance student learning, but also provide a method of authentic assessment - one part of the instruction program’s overall assessment plan. These activities and tasks are grounded firmly in information literacy student learning outcomes, and include identifying keywords and developing synonyms, articulating differences between popular and scholarly sources, and topic development. Rubrics have been developed and are used to assess student progress and mastery of these concepts, providing a measure of the program’s success.en_US
dc.publisherAlabama Library Instruction Round Tableen_US
dc.relation.ispartofAlabama Library Association Annual Conventionen_US
dc.rightsCreative Commons-Attribution-NonCommercial-ShareAlike CC BY-NC-SAen_US
dc.subjectlibrary instructionen_US
dc.subjectinformation literacyen_US
dc.titleA3 Authentic, Active, Assessment: Assessing In-Class Instruction Student Worken_US
dc.type.genrePresentation, Panel Presentationen_US
dc.locationHoover, ALen_US

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