InfoGuides: Student Learning Assessment Toolkit: Standard Activity Assessment Ideas

Standard Activity Assessment Ideas

General Assessment Methods:

Think-pair-shares

Class/group discussions

Online quizzes (Kahoot)

Worksheets

One-minute papers

Information Cycle

Information Cycle: for the activity as is: Kahoot quiz to reinforce information cycle, after erasing the answer on the board—checking to see if students remember this information

Kahoot asks them to put the sources back in chronological order

*possible change to this activity: We can do a quick example as a class, but then ask students to actually do the info. Cycle for a topic of their choice (I.e. finding a source for each category, like a tweet or article). And then, we could do a Google Doc for them to write their answers and keep later

Discussion Rubric:

Criteria

Not acceptable

Beginning

Developing

Exemplary

Ordering

The group made no attempt at ordering the sources.

The group attempted to order some of the sources, but not all.

The group put all sources in some type of order (not necessarily correct).

The group uses context clues and/or Google to put the sources in order, and at least some of the sources are in the correct chronological order.

Communication

The group did not communicate or discuss the sources.

The group engaged in minimal discussion and/or worked separately.

The group held a sustained discussion for each source.

The group engaged in rigorous discussion and/or used context clues, Google, opinions, etc. as part of this discussion

Kahoot

Kahoot Rubric:

Criteria

Not acceptable

Beginning

Developing

Exemplary

Participation

The student did not complete the Kahoot quiz and/or failed to enter their name.

The student completed some of the Kahoot questions.

The student completed most of the Kahoot questions.

The student completed the Kahoot quiz.

Accuracy

The student did not complete the Kahoot quiz and/or failed to enter their name.

The student answered 1 question correctly.

The student answered more than 1 question correctly.

The student answered all questions correctly.

Scholarly Conversation Cycle

Scholarly Conversation Cycle: assessed via class discussion (Did they list anything in the right order, even the beginning/first source? Did they participate in the discussion?)

I don’t want to assess the correctness of their source ordering...since the activity is focused more on what we learn, and less on how correct they get it on the first try

Criteria

Not acceptable

Beginning

Developing

Exemplary

Ordering

The group made no attempt at ordering the sources.

The group attempted to order some of the sources, but not all.

The group put all sources in some type of order (not necessarily correct).

The group put all sources in some type of order, using context clues and/or Google.

Communication

The group did not communicate or discuss.

The group engaged in minimal discussion and/or worked separately.

The group held a sustained discussion for each source.

The group engaged in rigorous discussion and/or used context clues, Google, etc. as part of this discussion

Concept Mapping

Concept Mapping: observing students working on their concept map, feedback from us, professors, peers. After the class, take a photo of each concept map and evaluate them on the rubric below:

Criteria

Not acceptable

Beginning

Developing

Exemplary

Keyword Relevance

No keywords

Lists keywords that aren’t related to the research topic/question

Does not list enough keywords to cover the research topic/question. OR most, but not all, keywords are relevant

All keywords are relevant, and cover all aspects of the research topic/question

Effort/Quality

Blank or illegible

No keywords (only question/topic).

Includes question/topic along with at least one keyword and at least one stakeholder, additional question, etc.

Map is extensive, with 5+ keywords and multiple stakeholders, questions, etc.

Citation Mining

Citation Mining: via worksheet/Google Doc, collaborative document we the instructor gives them students a citation and asks them to trace one source forward and one source backward to check for comprehension. Have the students explain the relationship between the different sources that they found.

Criteria	Not acceptable	Beginning	Developing	Exemplary
Completion	Student did not complete the activity.	Student traced their citation forwards and backwards.	Student found at least one forward and backwards citation.	Student found 2+ forward and 2+ backwards citations from their original source.
Accuracy	Student did not complete the activity.	Student incorrectly labeled their method/citation.	Student correctly labeled some of their methods/citations.	Student correctly labeled all of their methods/citations.

If I Apply

If I Apply: students are introduced to the If I Apply method, then work in groups to discuss and evaluate an assigned article based on the method. Groups fill out a worksheet, which you can collect or take photos of and evaluate with the rubric below:

Criteria	Checkmark	Comments
Worksheet completion	Worksheet is fully filled out.
Understanding of the method	Worksheet is accurately filled out and shows that students understand the If I Apply method: each part of the method is in its appropriate place and under the appropriate letter.
Application of the method	Students apply the method to the article, demonstrating their understanding of the method and providing some analysis.
Reflection	Reflection on how students will use this method in their lives is included and has more than 3 sentences.