“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.