Use of instructional design theory and an individualized hybrid strategy for assessment in library-based instruction

Abstract

Since 1996, a librarian at the University of Florida, Gainesville, has partnered with a professor to develop and implement a term project in PCB3063, an undergraduate genetics course with first-day enrollment of approximately 120 students. Evaluative studies suggest that the class and project represent successful collaborations between the library and an academic unit [1, 2], and students report a high level of satisfaction with the course on standard course evaluations. One unique aspect of the course project is that topics are individually assigned to students, and assessment, including assessment of database searching skills, is tied to that specific topic. While course instructors are convinced (and the literature supports [3]) that such individualized assignments enhance student learning, grading the assignments for this large service course required approximately 45 hours of effort per semester for the collaborating librarian. In 2008, the instructors (professor and librarian) explored ways to decrease grading time without compromising student learning and with the intention of retaining the individualized assessment. ASSIGNMENT OBJECTIVES AND ORIGINAL FORMAT

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