Optional Resources & readings:
Zald, A. E., Gilchrist, D. (2008). Instruction and program design through assessment. In Christopher N. Cox; Elizabeth Blakesley Lindsay, Information Literacy Instruction Handbook 164-192. Chicago, IL: Association of College and Research Libraries.
Stern Cahoy, E. & Schroeder, R. (2012). Embedding Affective Learning Outcomes Into Library Instruction. Communications in Information Literacy, 6(1), 76-90.
Falcone, A. & McCartin, L. (2018). Be critical, but be flexible: Using the Framework to facilitate student learning outcome development. College & Research Libraries News, 79(1), 16-19.
Optional Strategies for writing learning outcomes:
The student will be able to + ACTIVE VERB in order to WHY
Ex). The Student will employ multiple search strategies when undertaking research in order to develop flexible, research skills that can be applied in multiple contexts.
ABCD: Audience, Behavior, Condition, Degree
Ex). When first year students are unable to find relevant sources after 20 minutes of employing different strategies, they will contact a librarian for assistance.
Using the strategies and resources above:
- Select an assessment target (course, session, orientation, etc) & audience (undergraduate students, graduate students, ELL students, etc)
- Try writing a new learning outcome or revise an old one to be more Framework-inspired.
- Bonus points for learning outcomes focused around the dispositions or knowledge practices!
- Share your assessment target, audience, & outcomes in the comment section below