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Hal Loewen (Librarian): PT 6230 Acceptable Evidence

Validity and Reliability of Assessment

How does the assessment tie back to the desired results (understandings, knowledge, skills, and values)?

If the desired result is for learners to...

(Enduring Understandings) understand...

  • Research is iterative and depends on asking increasingly complex or new questions whose answers in turn develop additional questions or lines of inquiry in any field. (Research as Inquiry)
  • that searching for information is often nonlinear and iterative, requires evaluation of a range of information, and requires mental flexibility to understand that searching can be complex  (Searching as Strategic Exploration)

(Essential Questions) thoughtfully consider the question(s)...

  • and that there are different types of drug information resources to use depending on the question being asked.
  • that answers being sought can come form complex drug information needs.
  • which topic specific database(s) that are best used to answer specific questions.
  • what are the different names that a drug can be labeled and where to find the information that provides that information

(Knowledge/Skills/Values) know... be able to... value...

  • determine an appropriate scope of investigation (Research as Inquiry)
  • deal with complex research by breaking complex questions into simple ones, limiting the scope of investigations (Research as Inquiry)
  • use various research methods, based on need, circumstance, and type of inquiry (Research as Inquiry)
  • synthesize ideas gathered from multiple sources (Research as Inquiry)
  • determine the initial scope of the task required to meet their information needs (Searching as Strategic Exploration)
  • match information needs and search strategies to appropriate search tools (Searching as Strategic Exploration)
  • design and refine needs and search strategies as necessary, based on search results (Searching as Strategic Exploration)
  • understand how information systems (i.e., collections of recorded information) are organized in order to access relevant information (Searching as Strategic Exploration)
  • use different types of searching language (e.g., controlled vocabulary, keywords, natural language) appropriately (Searching as Strategic Exploration)
  • manage searching processes and results effectively (Searching as Strategic Exploration)
Then you need evidence of the student's ability to...
  • how to identify the most appropriate information resource to answer their question
  • that information resources are not all equal and offer differing levels and accuracy of information
  • think about their information need and use the best resource to answer their question
  • run a basic search for drug information in a variety of drug specific databases
  • adjust a search if they were unable to find adequate results in their first attempt
  • finding information about drugs, both basic and complex, requires careful consideration
  • that specific drug databases yield more complete and accurate information
That suggests the need for specific tasks or tests like...
  • explore what's freely available on the Internet and understand and evaluate the worth of that information
  • having students try drug specific searches in PubMed
  • having students try searches different drug specific databases
  • have students explore government websites for information on drugs and natural products
  • have the students complete an online quiz that shows their ability to find answers to the above tasks


The templates used come from:

Baer, A., Johnson, B., Matts-Benson, L. (2017, December). "Engaging with ACRL Framework: A Catalyst for Exploring and Expanding Teaching Practices." Chicago: American Library Association

The material for the templates is made available through CC-BY-NC-SA 3.0 

Content created by H. Loewen