“i have to teach the same information skills each year because students do not learn them.” ...
DESCRIPTION
The partner and teacher roles for school librarian not fully accepted School librarians reluctant to assume these roles Professional development is essentialTRANSCRIPT
“I have to teach the same information skills each year because students do not learn them.”
“I don’t have time to give tests so I do not assess student learning.”
“My job is getting kids excited about reading not assessing learning.”
The partner and teacher roles for school librarian not fully accepted
School librarians reluctant to assume these roles
Professional development is essential
Tool to help students learn Infused throughout learning process Integral to effective teaching and
learning
Effective school library programs impact student achievement
Assessment works best when it is a shared responsibility
Focus must be on student learning
Past Focus Future FocusTaught location and retrieval of library resources
Teach evaluation, synthesis, and interpretation of information
Emphasized product Emphasize process as well as product
Measured effectiveness through quantity data (collection size, circulation, etc.)
Measure effectiveness through how well students meet learning objectives
Viewed assessment as evaluating products, giving final grades
View assessment as an ongoing examination of learning
Believed assessment sole responsibility of the teacher
Believe assessment is a shared responsibility (librarian, teacher and student)
Learning at center stage for school librarian. Students involved in assessing their learning.
Provides benchmarks and examples for standards at different grade levels
V. Assessment in Teaching and LearningGuideline: The school library media program is guided by regular assessment of student learning to ensure the program is meeting its goals. Actions: School librarian
- Uses formative assessments- Uses summative assessments- Uses performance-based assessments- Creates rubrics- Documents student progress- Solicits student input for assessment……..
In-depth Level Designs assessment alternatives and strategiesConducts staff development
Moderate LevelCollaborates with teacher for instruction and assessment planning
Initial Level Provides information on assessment
Authentic learning› Higher levels of thinking and problem solving› Students construct knowledge› Inquiry process
Information literacy› Refine skills in information seeking and use
Relationship to Content Standards› Demonstrate how information skills reinforce
classroom content
AASL Common Core CrosswalkMatches Common Core with Standards
for the 21st Century Learner
Alabama Insight Tool Gives expected student evidences for
each standard
Begin with teacher’s lesson plan Identify information literacy objectives
related to standard(s) Determine criteria for assessment of
learning task Design tool or method to measure
student learning Develop learning task(s) for student
learning
Checklists Rubrics Conferences Logs Exit slips Graphic organizers Portfolio
Think: Read scenario & select an assessment tool for the information literacy process
Pair: Discuss with your partner Share: Your ideas with the groupChecklist, Rubric, Log, Conference, Exit Slip, Graphic Organizers,
Portfolio
Checklist› Useful tools for observing students as they
work› Good checklists
Identify behaviors related to standards/goals Focus on critical aspects of task Provide evidence linking student
achievement to learning objectives Can be used by both students and teachers
Rubrics› Used to assess complex tasks such as
written assignments, projects, research assignments, etc.
› Good rubrics have List of criteria for successful performance Description of varying levels of performance
Conferences› Conversation between teachers and
students to gather information related to learning
› May be formal or informal› Good tool for developing and assessing
information literacy
Logs› Valuable for self-assessment and reflection
(e.g., search logs)› Use for assessing literature appreciation,
independent learning, and social responsibility
› Use to assess feelings and metacognitive skills
Exit Slips› Question/prompt to focus attention› Notes from students about their
performance› Use to help students to learn to talk about
what they are learning as a step to lifelong learning Exit Slips used at end of a lesson/research
session for formative assessment
Graphic organizers› Visual representations of thinking› Helps students see connections and patterns› Helps students outline ideas› Use for compare/contrast or cause/effect› Types of graphic organizers
Concept map Web K-W-How will I find out-L chart Matrix
Students choose work samples that show growth in learning and understanding
Good for assessing dispositions, responsibilities, and self reflection over a period of time
“Process Folio” tracks the phases of learning process leading up to final product
Learners
Teachers Stakeholders
Steps to sharing evidence
Compare test scores and library data to show student learning
Learners- High /low student group performance to library participation
Teachers- Collaboration lessons to class performance
Keep baseline data and increase collaboration next year to compare
Stakeholders- Library programs and services to overall student performance
Assessment wiki: http://libraryassessmentresources.wikispaces.com/
Books:Champlin, Loertscher, & Miller. (2008). Sharing the evidence. Hi Willow Research & Publishing.
Harada & Yoshina. (2010). Assessing for learning. Libraries Unlimited.
Thomas, Crow, & Franklin. (2011). Information literacy and information skills instruction. Libraries Unlimited.