Kathy Lowe and Susan Ballard Standards Survival Kit: How to Make Sense of the New AASL Standards

Kathy Lowe and Susan BallardKathy Lowe and Susan Ballard

Standards Survival Kit:Standards Survival Kit:How to Make Sense How to Make Sense

of the of the New AASL StandardsNew AASL Standards


Standards for the 21Standards for the 21stst Century LearnerCentury Learner


StandardsStandards The four main sections of The four main sections of Standards for Standards for

the 21st Century Learnerthe 21st Century Learner Inquire, think critically, and gain Inquire, think critically, and gain

knowledge.knowledge. Draw conclusions, make informed Draw conclusions, make informed

decisions, apply knowledge to new decisions, apply knowledge to new situations, and create new knowledge.situations, and create new knowledge.

Share knowledge and participate ethically Share knowledge and participate ethically and productively as members of our and productively as members of our democratic society.democratic society.

Pursue personal and aesthetic growth.Pursue personal and aesthetic growth.


StrandsStrandsThe four parts of each standardThe four parts of each standard

SkillsSkills Dispositions in ActionDispositions in Action ResponsibilitiesResponsibilities Self-Assessment StrategiesSelf-Assessment Strategies


IndicatorsIndicators

The sub-categories that describe what The sub-categories that describe what abilities students should demonstrate abilities students should demonstrate in the four strands of each standard.in the four strands of each standard.


IndicatorsIndicators

The sub-categories that describe what The sub-categories that describe what abilities students should demonstrate in abilities students should demonstrate in the four strands of each standardthe four strands of each standard

Standard 1: Inquire, think critically, and gain Standard 1: Inquire, think critically, and gain knowledge. knowledge.

Strand 1.1: SkillsStrand 1.1: Skills

IndicatorIndicator 1.1.1: 1.1.1: Follow an inquiry-based process in seeking Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world knowledge in curricular subjects, and make the real-world connection for using this process in own life.connection for using this process in own life.


The Learning Indicators & The Learning Indicators & Assessment Task Force has Assessment Task Force has

developed…developed… BenchmarksBenchmarks Sample Tasks and Sample Performance Sample Tasks and Sample Performance

Assessments Assessments Levels of ProficiencyLevels of Proficiency Connections to Dispositions in Action and Connections to Dispositions in Action and

ResponsibilitiesResponsibilities Self-Assessment Strategies: Self-Questioning Self-Assessment Strategies: Self-Questioning

ExamplesExamples

for Standard 1for Standard 1


Standards for the 21Standards for the 21stst Century Century Learner Learner in Actionin Action

What would these look like What would these look like for a fifth grade for a fifth grade learner?learner?


BenchmarksBenchmarks

Abilities students should demonstrate Abilities students should demonstrate by the end of grades 2, 5, 8, 10, and by the end of grades 2, 5, 8, 10, and 12+ for each indicator12+ for each indicator


BenchmarksBenchmarks

Abilities students should demonstrate by Abilities students should demonstrate by the end of grades 2, 5, 8, 10, and 12+ for the end of grades 2, 5, 8, 10, and 12+ for each indicatoreach indicator

Standard 1: Inquire, think critically, and gain Standard 1: Inquire, think critically, and gain knowledge. knowledge.



Grade 5 Benchmark:Grade 5 Benchmark: Follow a process whenever pursuing Follow a process whenever pursuing new information through inquiry or research.new information through inquiry or research.


Sample Tasks and Sample Sample Tasks and Sample Performance AssessmentsPerformance Assessments

Examples of what students might be Examples of what students might be asked to do to meet the benchmarks asked to do to meet the benchmarks for a particular indicator and tools to for a particular indicator and tools to determine that the benchmarks have determine that the benchmarks have been met.been met.

Sample Tasks and Sample Sample Tasks and Sample Performance AssessmentsPerformance Assessments

Standard 1: Inquire, think critically, and gain knowledge. Standard 1: Inquire, think critically, and gain knowledge.



Benchmark:Benchmark: Follow a process whenever pursuing new information Follow a process whenever pursuing new information through inquiry or research.through inquiry or research.

Sample Task: Sample Task: Conduct a class investigation on how safe is our Conduct a class investigation on how safe is our drinking water. Develop an individual process folio that includes drinking water. Develop an individual process folio that includes evidence of your contributions throughout the investigation, e.g., evidence of your contributions throughout the investigation, e.g., your hypothesis, how you collected and analyzed data, and how your hypothesis, how you collected and analyzed data, and how you contributed to a class multimedia presentation of findings to you contributed to a class multimedia presentation of findings to share with the community board. share with the community board.

Sample Performance Assessment: Sample Performance Assessment: Use a checklist to determine Use a checklist to determine if the process folio includes all the required components and if each if the process folio includes all the required components and if each component has been adequately completed.component has been adequately completed.


Levels of ProficiencyLevels of Proficiency

How well students perform a particular How well students perform a particular task, or exhibit a particular disposition or task, or exhibit a particular disposition or responsibility responsibility

Basic Basic ProficientProficient Exemplary Exemplary


Levels of ProficiencyLevels of Proficiency

Levels of Proficiency for Sample TaskLevels of Proficiency for Sample Task

BasicBasic ProficientProficient ExemplaryExemplary

Document most of Document most of the components of the components of the investigation.the investigation.Develop Develop conclusions that conclusions that are partially are partially supported by the supported by the evidence. evidence.

Document all Document all components of the components of the investigation. investigation. Formulate and Formulate and support conclusions support conclusions with satisfactory with satisfactory evidence. evidence.

Document all Document all components of the components of the investigation with investigation with more information more information than required. than required. Formulate and Formulate and support conclusions support conclusions with detailed with detailed evidence. evidence.


ConnectionsConnections

How each sample task addresses the How each sample task addresses the Dispositions in Action and Responsibilities Dispositions in Action and Responsibilities strandsstrands

ConnectionsConnections How each sample task addresses the How each sample task addresses the

Dispositions in Action and Responsibilities Dispositions in Action and Responsibilities strandsstrands

Connections with Dispositions and ResponsibilitiesConnections with Dispositions and Responsibilities

Sample Disposition 1.2.1: Sample Disposition 1.2.1: Display initiative and engagement by Display initiative and engagement by posing questions and investigating the answers beyond the collection posing questions and investigating the answers beyond the collection of superficial facts. of superficial facts.

Levels of Proficiency for Sample DispositionLevels of Proficiency for Sample Disposition

BasicBasic ProficientProficient ExemplaryExemplaryPose questions but Pose questions but largely at the factual largely at the factual level.level.Require intensive Require intensive instructor guidance to instructor guidance to investigate the answers. investigate the answers.

Pose questions at both Pose questions at both the factual and higher the factual and higher levels of thinking. levels of thinking. Require some instructor Require some instructor guidance to investigate guidance to investigate the answers. the answers.

Pose questions at both Pose questions at both the factual and higher the factual and higher levels of thinking. levels of thinking. Require little instructor Require little instructor guidance to investigate guidance to investigate the answers. the answers.

ConnectionsConnections How each sample task addresses the How each sample task addresses the

Dispositions in Action and Responsibilities Dispositions in Action and Responsibilities strandsstrands

Connections with Dispositions and ResponsibilitiesConnections with Dispositions and Responsibilities

Sample Responsibility 1.3.4: Sample Responsibility 1.3.4: Contribute to the exchange of ideas Contribute to the exchange of ideas within the learning community.within the learning community.

Levels of Proficiency for Sample ResponsibilityLevels of Proficiency for Sample Responsibility

BasicBasic ProficientProficient ExemplaryExemplaryOffer opinions and Offer opinions and information to group information to group discussions on discussions on occasion. occasion.

Offer opinions with Offer opinions with supporting evidence supporting evidence to group discussions to group discussions whenever whenever appropriate.appropriate.

Listen to opinions Listen to opinions and evidence of and evidence of others and respond to others and respond to them in offering own them in offering own opinion and evidence opinion and evidence to group discussion.to group discussion.


Self-Assessment Strategy: Self-Assessment Strategy: Self-QuestioningSelf-Questioning

Questions students might ask Questions students might ask themselves to assess their own themselves to assess their own learning process. learning process.


Self-Assessment Strategy: Self-Assessment Strategy: Self-QuestioningSelf-Questioning

Questions students might ask themselves Questions students might ask themselves to assess their own learning process. to assess their own learning process.

Self-Assessment StrategiesSelf-Assessment Strategies

Self-Questioning ExamplesSelf-Questioning Examples

What process will I need to follow to investigate this What process will I need to follow to investigate this question?question?What do I expect to find?What do I expect to find?Have I collected sufficient data?Have I collected sufficient data?Is my conclusion supported by my data? Is my conclusion supported by my data?




Please comment and Please comment and contribute to contribute to

Standards for the 21Standards for the 21stst Century Learner in ActionCentury Learner in Action

http://www.ala.org/ala/aasl/aaslproftools/http://www.ala.org/ala/aasl/aaslproftools/standardsinaction/standardsinaction.cfmstandardsinaction/standardsinaction.cfm


Kathy LoweKathy Lowe

Executive DirectorExecutive Director

Massachusetts School Library AssociationMassachusetts School Library Association

PO Box 658PO Box 658

Lunenburg, MA 01462Lunenburg, MA 01462

978-582-6967978-582-6967

[email protected]@maschoolibraries.org


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Kathy Lowe and Susan Ballard Standards Survival Kit: How to Make Sense of the New AASL Standards