As discussed in previous things, the Framework does not include learning outcomes, allowing librarians more flexibility to tailor assessment efforts to their local environment. Each frame of the Framework also includes dispositions, “which describe ways in which to address the affective, attitudinal, or valuing dimension of learning.” How can we address this component of learning in our assessment work?
Instead of offering a reading to get you started thinking about this, we’ve invited some librarians to record a short video sharing their thoughts & experiences about assessing affective learning:
These videos were recorded in response to two questions:
- Why is it important to assess learners’ dispositions, attitudes, or habits of mind rather than focusing exclusively on skills and behaviors?
- How have you approached assessing learners’ dispositions or affective learning in your own assessment practice?
See below for Ellysa Cahoy and Bob Schroeder’s responses in conversation with each other, and visit Flipgrid to see videos from Ken Liss and Kim Pittman (The grid password is: 23Frames).
To see Ken and Kim’s videos with captions, follow the links below:
Record your own video (up to 90 seconds):
- Responding to one of the of the questions above
- OR in dialogue with one of the video responses already posted
- OR sharing your ideas/inspiration of how you plan to incorporate affective learning into your assessment practice
We’d love for your responses to be in video format, but if you’re feeling shy, feel free to respond in the comments below.
Questions about how to use FlipGrid? Contact Amy Mars, firstname.lastname@example.org or check-out FlipGrid’s support site.
Thanks to the following librarians who contributed their thoughts on assessing dispositions!
- Ellysa Cahoy, Education and Behavioral Sciences Librarian and Assistant Director of the Pennsylvania Center for the Book at Penn State University and co-author of “Embedding Affective Learning Outcomes in Library Instruction” published in Communications in Information Literacy
- Robert Schroeder, Education Librarian and Associate Professor at Portland State University and co-author of “Embedding Affective Learning Outcomes in Library Instruction” published in Communications in Information Literacy
- Ken Liss, Head of Liaison & Instruction Services at Boston University and team leader of an Assessment in Action project focused on information literacy habits of mind
- Kim Pittman, Information Literacy & Assessment Librarian at the University of Minnesota Duluth, 23 Framework Things co-creator, and (full disclosure) author of this post