Authentic Assessment of Student Learning in an Online Class: Implications for Embedded Practice

Autor/inn/en	Alverson, Jessica; Schwartz, Jennifer; Shultz, Sue
Titel	Authentic Assessment of Student Learning in an Online Class: Implications for Embedded Practice
Quelle	In: College & Research Libraries, 80 (2019) 1, S.32-43 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0870
Schlagwörter	Performance Based Assessment; Academic Achievement; Online Courses; Librarians; Library Services; Outreach Programs; Academic Libraries; Undergraduate Students; Adult Students; Models; Scoring Rubrics; Citation Analysis; Library Science; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Leistungsermittlung; Schulleistung; Online course; Online-Kurs; Librarian; Bibliothekar; Bibliothekarin; Bibliotheksarbeit; Jobcoaching; College; Colleges; University; Universities; Libary; Libraries; Hochschule; Fachhochschule; Universität; Bibliothek; Hochschulbibliothek; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Analogiemodell; Scoring formulas; Auswertungsbogen; Citation; Citations; Zitatenanalyse; Zitat; Bibliothekswissenschaft
Abstract	Growth in online course delivery has created challenges and opportunities for academic librarians. Working with an online undergraduate course for adult students, three academic librarians revised their model for embedded practice, focusing on high touch and quality contact with the students. Using a citation analysis of final papers collected over several quarters, we compared sufficiency of sources, quality of sources, selection of sources, and diversity of perspectives in bibliographies created before and after our revised curriculum. Findings show that our added attention to this cohort resulted in improvements across all of these metrics. (As Provided).
Anmerkungen	Association of College and Research Libraries. 50 East Huron Street, Chicago, IL 60611. e-mail: acrl@ala.org; Web site: http://crl.acrl.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01