Step 3 in Instructional Design as described by Fink considers Educative Assessment, including procedures for Forward-Looking Assessment, Criteria and Standards, Self-Assessment by students, and “FIDeLity” Feedback. Each of the aspects is considered in relation to developing a workshop on EndNote Desktop for graduate students (and possibly some faculty), particularly for those in STEM disciplines.
1. Forward – Looking Assessment.
Students and faculty need to collect and organize references for use in
class writing assignments, literature reviews, and as background information to
support research studies. These
reference materials need to be properly cited in papers and publications. References may need to be used multiple times
in a series of related manuscripts, and/or may need to be shared among members
of a study or research group. Having a
structure for organizing the reference and citation information can improve work flow
and productivity. Sometimes a reference
citation formatted in one citation style needs to be converted to a different
style for a different assignment or publishing outlet. Desired outcomes of this workshop are for participants
to learn how EndNote Desktop can be used as a tool to develop, organize, manage,
and share collections of reference sources, and that the Cite While You Write
plug-in for Microsoft Word can facilitate formatting of in-text citations and
reference lists in papers and manuscripts.
A research scenario that includes a broad topic or question along with
two or more subtopic areas of inquiry can form a basis for demonstrating the
functions and capabilities of EndNote Desktop.
Workshop participants can try out the features of EndNote Desktop using
the scenario given as an example, or by choosing their own research topic and
questions.
An example research topic question and subtopic questions might be:
What are the advantages and disadvantages of wind turbine farms as an alternative energy source?
a.
How much wind energy can be generated to replace
fossil fuel usage?
b.
What are the environmental costs of wind farms,
such as impacts on bald eagles?
c.
Can energy produced from wind be efficiently stored for future use? What additional equipment is needed to
support wind-generated power?
2. Criteria
& Standards
Establishing criteria provides a
means to identify achievement in relation to learning goals, while standards provide
a means to measure levels of achievement.
For the EndNote Desktop Workshop, the following learning goals and sub-goals were identified in relation to the
Forward-Looking Assessment described above.
Goal 1: Workshop
participants will be able to create, organize, and share a library of citations
in EndNote Desktop.
a.
Workshop participants will be able to
use Direct Export to capture citation information
in EndNote Desktop from records in a library database.
b.
Workshop participants will be able to import PDF files of reference articles into EndNote Desktop.
c.
Workshop participants will be able to organize citations (and any attached PDFs) in EndNote Desktop into groups,
including managing multiple copies.
d.
Workshop participants will be able to develop
subgroups of citations using a filter/query
function applied to a main topic group.
e.
Workshop participants will be able to annotate a PDF attachment for a
citation in their reference library.
f.
Workshop participants will be able to share their EndNote Desktop library
with another user.
Goal 2: Workshop participants will be able to use the
Cite While You Write plug-in for Microsoft Word.
g.
Workshop participants will be able to use
the Cite While You Write plug-in for Microsoft Word to insert in-text citations and create a reference list in a selected
citation style (such as ALA, MLA, or Chicago).
h.
Workshop participants will be able to
use Cite While You Write to change
citation and reference formats to a different citation style.
i.
(Optional, if time allows). Workshop participants will be able to create a bibliography in a file format such
as HTML or XML (for publishing on a webpage).
In relation to Bloom’s Taxonomy, this workshop focuses
primarily on the Application level of using and applying knowledge. As a result, the teaching approach needs to
provide students the opportunity to do tasks themselves in relation to each
goal and sub-goal of the workshop, using either the provided scenario example
or a research topic of their own choosing.
Participant success can then be measured by whether individuals complete
each task, with the number of tasks completed defining levels of Proficient, Intermediate,
or Getting Started. Instruction may be
considered successful if at least 75% of participants attain the Proficient
level for Goal 1 and the Intermediate level for Goal 2 by the end of the
workshop.
Criteria 1: Creates, organizes, and shares a reference library
using EndNote Desktop (i.e., Goal 1).
Proficient: Completes 4-6 of the tasks associated with
sub-goals a-f.
Intermediate: Completes 2-3 of the tasks associated with
sub-goals a-f.
Getting
Started: Completes 1 of the tasks
associated with sub-goals a-f.
Criteria 2: Creates in-text citations, references lists, and
bibliographies using the Cite While You Write plug-in for Microsoft Word.
Proficient: Completes 3 of the tasks associated with sub-goals
g-i.
Intermediate: Completes 2 of the tasks associated with sub-goals
g-i.
Getting
Started: Completes 1 of the tasks
associated with sub-goals g-i.
3. Self-Assessment
Participants will be able to see
where they are having difficulty in completing tasks. They will be able to ask for assistance and
advance their skills as they work through each task in a successive
manner. A worksheet with the tasks
listed may be provided, which would allow participants to indicate whether they
were able to complete each task and would provide room to note areas where they
had difficulty. Participants also can be
asked for input on what they found most helpful and how they expect to use what
they learned.
4. FIDeLity
Feedback
Participants need feedback that is
Frequent, Immediate, Discriminating,
and Lovingly delivered. Participants will be asked whether they have
used EndNote Desktop before coming to the workshop, what features they have
used before, and what functions they are most interested in using. This will help gauge how to pace the material
for each section of the workshop. Questioning
participants on their level of understanding also will be interspersed with
explanations and demonstrations to determine whether they are following
along. Participants will also be
encouraged to ask questions at any time, so that they can be answered
immediately. During times when
participants are given opportunities to try tasks on their own, the instructor
(me) can address individual and task-related questions, and check on how well
participants are doing by roving around the classroom as they work. A loving approach recognizes that problems
and questions are teachable moments and problem-solving opportunities (as
opposed to indicators that students are not following instructions or getting
it right). It is also important to
recognize that some individuals will grasp the material faster than others will,
but that all participants can be successful.
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