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Ideas for assessment and learning

 

Keep a search history log

Assessing Search Histories

A powerful way to assess students' ability to search is to have them keep a personal log of a search. This can be done with newer tracking tools (see Search History Tools and the Google Search History tutorial in this Kit) or the old-fashioned way, as described here.

There are three main components of a Search History Log: Keywords/Operators, the URL/database and personal observations. For every query in a search, the student fills out a new row in the form.

Keywords/Operators: list the keywords and operators that were used in each query. Copy and paste these from the search box into the form.

database/URL: if a URL was retrieved and visited, copy and paste the information into the form. Include the database from which the URL was retrieved.

Comments/Observations/Techniques: These brief "notes to self " are intended to document and preserve discoveries about the (in)effectiveness of queries and search techniques, better keywords found in the snippets, and comments that will make searching easier in the future.

Keeping a search log slows down a search, which isn't a bad thing. Spending longer between screen views often boosts the number of discoveries. It also makes for more careful selection of keywords and techniques, especially since one has to take the time to record them.

Examining students' Search Histories can answer numerous questions:

Do they know what they are looking for? This is the first step in search effectiveness. If the keywords being used don't bear a strong relationship to the research problem, you can work with the group or a student to think more carefully about how to identify important concepts in the search assignment.

Do they know where to look? Are they always using Google? Are they trying more focused, subscription databases? Are they querying a healthy range of databases?

Are they coming up empty? If few URLs are retrieved/visited, the form will show it and this usually indicates a query needs to be revised.

Are the URLs listed relevant for the assignment? This speaks to the quality and appropriateness of the information being found. This also requires careful searching in advance on the part of the instructor--an awareness of the good resources students should be able to find will make providing feedback to students a lot easier. The only other option is to look up the URLs listed by the students, evaluate them and then provide feedback.

Is the student persistent? Do they keep trying or do they give up easily?

 

Providing Feedback to the Student

The search log process is not complete until the student receives your feedback. Certainly individuals can discover much while engaged in a thoughtful search, but an additional perspective is bound to reveal additional insights. As time permits, go over the forms individually, or at least walk through selections as a group, keeping the identity of the searcher anonymous. This technique can be used very successfully with groups: merely show a typical example of a search mistake and let the group analyze the problem.

 

 

 

Here is an example of a completed feedback form, using five questions to determine the effectiveness of the student's search:

Keep a search history log

 

link to blank Feedback Form

Initial Assignment: Identify the first three and the last three resources that you explored in your research. Hand in your Search Log with your outline.

 

Search Log Categories

Keywords and Operators URL, resource or database explored Comments, Observations, Techniques

1. What range of resources were used in the initial search?

provide examples from the student's Search Log, such as

Web sites

      Deep Web database

      Primary

      Secondary

      Current events

    Library proprietary databases (name them)

    Print resources

    Encyclopedia

    Books

    Magazines

    Newspapers

2. What level of quality and appropriateness are evident in the resources that were found so far?

select one

High - These resources are acceptable for the final paper.

Acceptable - This is the right direction but there are better resources out there.

Low - These resources will not be accepted for the final paper. 

3. What evidence is there that the search for quality resources was intentional and persistent?

      provide examples, such as

        The final three resources on the Search History Log reflect higher quality resources than the first three.

        Professional vocabulary was employed in the search query.

        Several proprietary databases were used that are known to be standard, scholarly resources in the field.

      4. Based on what I see here, you can do the following things to improve the next round of your search using online tools.

      provide examples, such as

      Use keywords in the search box (Google and Library databases) that are more specific to the research topic. Think like an expert.

      Explore more appropriate proprietary databases; ask me if you are not sure where to look.  

      Use Web sites that are more reliable to gather supporting evidence. Use the Evaluation tool at http://21cif.imsa.edu/evaluate.

      5. Additional observations/comments


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