Step 3. Worksheet PROCEDURES FOR EDUCATIVE ASSESSMENT

1. Forward - Looking Assessment
Formulate one or two ideas for forward - looking assessment.
- Students will search the online catalog (for a given topic) and identify a relevant title based on a given set of criteria.
- Students will compare the various available databases (for a given topic) and identify the most appropriate choice(s).
- Student will search a database (for a given topic) and choose a relevant full-text article based on evaluation framework.
- Students will identify the parts of a sample citation by matching them to the supplied choices.

Identify a situation in which students are likely to use what they have learned, and try to replicate that situation with a question, problem, or issue.
 - Students will write a paper and give a presentation about a chosen career. Ask students to perform the same research on a non-career topic.

2. Criteria & Standards
Select one of your main learning goals, and identify at least two criteria that would distinguish exceptional achievement from poor performance.
- Article must be full-text
- Article must be about the profession as a career, not a content knowledge article for those in the profession.

Then write two or three levels of standards for each of these criteria.
- Full-text article: 2 levels - met standard, did not meet standard
- Article choice: 3 levels - exceptional (full-text, less than 5 years old, career focus), good (full-text, career focus), needs improvement (not full-text, not career focused)

3. Self - Assessment
What opportunities can you create for students to engage in self - assessment of their performance?
- Have students "switch careers" with another student and compare their research finds to their partners for the given career.

4. “FIDeLity” Feedback
What procedures can you develop that will allow you to give students feedback that is:
Frequent: One-shot instruction doesn't really allow for feedback frequency.
Immediate: In lab research with a librarian where students can instantly share their finds and get an on-the-spot evaluation.
Discriminating (i.e., based on clear criteria and standards): Post the criteria in advance of the research, provide examples of each standard.
Lovingly delivered: Highlight what the student got right/correct and offer suggestions as to how they can improve the areas that need work.