Outcomes and Artifacts: Assessing for Learning in an Online Graduate Course
Document Type
Article
Date
Fall 2022
Keywords
artifact assessment, authentic assessment, online graduate course project, library science research, LIS research, online learning
Language
English
Disciplines
Library and Information Science | Online and Distance Education
Description/Abstract
Many instruction librarians struggle with reconciling the need to authentically assess our teaching with the constraints placed around the type of teaching we do. In other words, how do we know if our students are meeting our goals for them if we never see how they are integrating and using what we’re teaching? This article explores a solution: the implementation of an artifact assessment for a final project within a course supported by a liaison librarian. The authors of this article —one a liaison librarian at Syracuse and the other an adjunct instructor (who also serves as a librarian at another institution)—collaborate to teach and support students in Syracuse University’s (SU) online Master of Science in Library and Information Science (MSLIS) program. After collaborating for several terms, we wondered how well students were learning what the liaison librarian was teaching; the adjunct instructor remembered a LOEX 2015 pre-conference workshop she attended on using student writing as artifacts of learning to assess learning in exactly this type of situation (Jastram & Tompkins, 2015). The research project we describe below helped the liaison librarian revise her contributions to the course and helped all the SU course instructors redesign sections of the course.
ISSN
1547-0172
Recommended Citation
Helmstutler, Brenna and Miller Waltz, Rebecca (2022) "Outcomes and Artifacts: Assessing for Learning in an Online Graduate Course," LOEX Quarterly: Vol. 49: No. 3, Article 4.
Source
submission
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
