At Odds With Assessment: Being a Critical Educator in the Academy

Gardner, Carolyn Caffrey and Halpern, Rebecca . At Odds With Assessment: Being a Critical Educator in the Academy., 2016 In: Critical Library Pedagogy Handbook (Volume 1). Association of College and Research Libraries, pp. 41-51. [Book chapter]

[img] Text
Gardner_Halpernvol1_chapter 5.pdf
Download (128kB)

English abstract

Are critical assessment practices possible? Is the role of assessment fundamentally at odds with critical library pedagogy? Assessment can be applied in multiple ways as a part of classroom pedagogy, but it is also a term that can be applied to larger institutional concerns such as program effectiveness, budget priorities, and accreditation. Assessing both instructor performance and student learning can justify academic programs or services, help refine learning outcomes, measure teacher performance accountability,or provide feedback on the efficacy of instruction. In this chapter, we are focusing on assessment as a classroom practice, in tandem with a discussion of institutional concerns that embody the more commodified aspects of higher education. We offer a summary of assessment criticism and an analysis of common classroom-based assessment practices that can be critically focused.

Item type: Book chapter
Keywords: assessment, critical pedagogy, information literacy, student learning,
Subjects: B. Information use and sociology of information > BZ. None of these, but in this section.
Depositing user: C.C. Gardner
Date deposited: 04 Oct 2016 16:01
Last modified: 04 Oct 2016 16:01
URI: http://hdl.handle.net/10760/30062

References

Accardi, Maria T. Feminist Pedagogy for Library Instruction. Sacramento, CA: Library Juice Press, 2013.

———. “Teaching against the Grain: Critical Assessment in the Library Classroom.” In Critical Library Instruction: Theories and Methods, 251–64. Duluth, MN: Library Juice Press, 2009.

Assessment in Action. “About the Program.” Assessment in Action: Academic Libraries and Student Success, Association of College and Research Libraries. Accessed June 30, 2015. http://www.ala.org/acrl/AiA#program.

Association of American Colleges and Universities. Information Literacy VALUE Rubric. Washington, D.C.: Association of American Colleges and Universities, 2013, last modified July 2013. https://www.aacu.org/value/rubrics/information-literacy.

Association of College and Research Libraries. Framework for Information Literacy for Higher Education. Chicago: Association of College and Research Libraries, 2015, last updated February 9, 2015. http://www.ala.org/acrl/standards/ilframework.

Belanger, Jackie, Ning Zou, Jenny Rushing Mills, Claire Holmes, and Megan Oakleaf. “Project RAILS: Lessons Learned about Rubric Assessment of Information Literacy Skills.” portal: Libraries and the Academy 15, no. 4 (October 2015): 623–44.

Booth, Char. Reflective Teaching, Effective Learning: Instructional Literacy for Library Edu¬cators. Chicago: American Library Association, 2011.

Cahoy, Ellysa Stern, and Robert Schroeder. “Embedding Affective Learning Outcomes in Library Instruction.” Communications in Information Literacy 6, no. 1 (2012): 74–90.

Corn, Melissa. “Job Hunting? Dig Up Those Old SAT Scores.” Wall Street Journal, March 25, 2014. http://www.wsj.com/articles/SB10001424052702303636404579395220334268350.

Diller, Karen R., and Sue F. Phelps. “Learning Outcomes, Portfolios, and Rubrics, Oh My! Authentic Assessment of an Information Literacy Program.” portal: Libraries and the Academy 8, no. 1 (2008): 75–89. doi:10.1353/pla.2008.0000.

Farkas, Meredith G. “Accountability vs. Improvement: Seeking Balance in the Value of Academic Libraries Initiative.” OLA Quarterly 19, no. 1 (Spring 2013): 4–7. http://archives.pdx.edu/ds/psu/9598.

Freire, Paulo. Pedagogy of the Oppressed, 30th anniversary ed. Translated by Myra Berg¬man Ramos. New York: Bloomsbury Academic, 2000.

Grassian, Esther, and Joan Kaplowitz. Information Literacy Instruction: Theory and Prac¬tice. 2nd ed. New York: Neal-Schuman, 2009.

Hicks, David W. “Neoliberal Education.” Teaching for a Better World: Learning for Sus¬tainability. Last modified January 2015. http://www.teaching4abetterworld.co.uk/docs/Neoliberal_education.pdf.

Jacobs, Heidi L. M. “Information Literacy and Reflective Pedagogical Praxis.” Journal of Academic Librarianship 34, no. 3 (2008): 256–62. doi:10.1016/j.acalib.2008.03.009.

Jankowski, Natasha, and Staci Provezis. “Neoliberal Ideologies, Governmentality and the Academy: An Examination of Accountability through Assessment and Transparen¬cy.” Educational Philosophy and Theory 46, no. 5 (2014): 475–87. doi:10.1080/00131857.2012.721736.

Jehangir, Rashné Rustom. Higher Education and First-Generation Students: Cultivating Community, Voice, and Place for the New Majority. New York: Palgrave Macmillan, 2010.

Keesing-Styles, Linda. “The Relationship between Critical Pedagogy and Assess¬ment in Teacher Education.” Radical Pedagogy 5, no. 1 (Summer 2003). http://130.217.226.8/handle/10652/1931.

Ladenson, Sharon. “Paradigm Shift: Utilizing Critical Feminist Pedagogy in Library In¬struction,” In Critical Library Instruction: Theories and Methods. Edited by Maria T. Accardi, Emily Drabinski, and Alana Kumbier, 105–12. Duluth, MN: Library Juice Press, 2009.

Oakleaf, Megan. “Do the Right (Write) Thing: Engaging in Academic Library Value Research.” College and Research Libraries 72, no. 3 (2011): 204–6. doi:10.5860/0720204.

———. The Value of Academic Libraries: A Comprehensive Research Review and Report. Chicago: Association of College and Research Libraries, 2010.

Polanyi, Michael. The Tacit Dimension. Chicago: University of Chicago Press, 1966.

Reynolds, Michael, and Kiran Trehan. “Assessment: A Critical Perspective.” Studies in Higher Education 25, no. 3 (2000): 267–78.

Seale, Maura. “The Neoliberal Library.” In Information Literacy and Social Justice: Radical Professional Praxis. Edited by Lua Gregory and Shana Higgins, 39–61. Sacramento, CA: Library Juice Press, 2013. http://eprints.rclis.org/20497.

Sewpaul, Vishanthie. “Neoliberalism.” In International Encyclopedia of the Social and Be¬havioral Sciences, 2nd ed. Edited by. James D. Wright, 462–468. New York: Elsevier, 2015.

Simpson, Shannon R. “Google Spreadsheets and Real-Time Assessment Instant Feedback for Library Instruction.” College and Research Libraries News 73, no. 9 (2013): 528–49.

Sinkinson, Caroline, and Mary Caton Lingold. “Re-visioning the Library Seminar through a Lens of Critical Pedagogy.” In Critical Library Instruction: Theories and Methods. Edited by Maria T. Accardi, Emily Drabinski, and Alana Kumbier, 81–88. Duluth, MN: Library Juice Press, 2009.

Wood, Tom. “The Sheepskin Effect.” National Association of Scholars, July 30, 2009. Ac¬cessed https://www.nas.org/articles/The_Sheepskin_Effect.


Downloads

Downloads per month over past year

Actions (login required)

View Item View Item
Contact us
Send email Sponsors
Sponsor: AIMS Sponsor: D&P Sponsor: UniNa CAB Get connected
Facebook Facebook Twitter Twitter Linkedin LinkedIn RSS RSS