In this episode, Amanda and Jessica chat with Mary-Michelle Moore, a Teaching & Learning Librarian at UC Santa Barbara about formative assessment and a plan that she designed for student assessment in class.

Topics & Takeaways:

• When librarians enter the classroom for a one-shot session, even with faculty feedback prior to class, it can be difficult to know the extent of prior knowledge students have.
  
• By asking students for feedback before and during a session about information literacy, we bring student experiences into the learning and also get real time information on how to move the learning forward.
  
• Implementing formative assessment in the classroom can allow librarians to collect information during a session to see what students need for learning and it can vary from basic questioning to bouncing between different topics/activities.
  

• Forms of formative assessment discussed:
  

  • Think, Pair, Share
    
  • Padlet
    
  • Wooclap Audience Response
    
• When asking students for information, balance how much information is given to them (overload) while also providing enough detail to explain the “why” behind the activity/assessment and the “what” that is expected.
  

Resources referenced in this episode:

• “Using Formative Assessment Techniques to Customize a Standard Lesson Plan to an Individual Section” - Mary-Michelle Moore’s presentation at the California Information Literacy Conference
  
• Wooclap Audience Response
  
• Padlet
  
• Facilitating student learning and engagement with formative assessment by Jennifer Jarson - ACRLog.org
  
• Types of summative assessment and formative assessment - by ResourcEd Blog
  

This episode's theme music:

Srivastav, A. (2013). Merry Go Round [Audio file]. Retrieved from https://soundcloud.com/909-music/arnav-srivastav-merry-go

Here's where you can find us:

Podcast: @Librarian_Guide

Jessica: @LibraryGeek611

Amanda: @HistoryBuff820

Email: [email protected]

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