what is assessment? why should library media specialists be involved? violet h. harada university of...

What Is Assessment? Why Should Library Media Specialists Be Involved?

Violet H. Harada

University of Hawaii

AASL Fall Forum 2006

Harada AASL Fall Forum 2006

Vi’s Informal Survey

Library media specialists teach an average of 600 to 700 lessons a year.

Library media specialists spend at least 2 to 3 hours of preparation time for each new lesson.

Library media specialists teach a diverse range of students, from pre-K through grade 12 in special education, gifted, ESL, and regular classes.


The BIG QUESTION

With so much teaching being done . . .

how do we know how well students are actually learning?


Coffee pot comments and underlying issues

“I have to teach the same lessons year after year because the students simply don’t learn.”

The problem lies with students. Repetition is the most effective way to

achieve successful student learning.


More coffee pot comments

“I don’t have time to give quizzes and tests so I can’t really assess students’ work.”

The only means of assessing student performance is through conventional paper and pencil tests.


More coffee pot comments

“Actually, assessment is not my responsibility anyway--it’s the teacher’s job.”

Assessment is done primarily for grading purposes.

Assessment is divorced from the learning process.


The REALITIES

Assessing student learning is every school professional’s responsibility.

Assessment and evaluation are not the same thing.

Assessment is integral to successful learning.

Assessment is central to effective teaching.


Essential questions

What is assessment? Who should assess? Why do it? How are library media specialists doing

it?

What is assessment?


More of Vi’s informal survey

How do you currently know whether students “get it or not”?– Eyeball the room– Spot check as students work– Survey the number and types of books

checked out– Look for the glimmer of discovery in a

student’s eye


Assessment defined

Process of collecting, analyzing and reporting data that informs us about progress and problems a learner encounters in a learning experience

Derived from Latin assidere (to sit with) Implications: mentors talk with and work

alongside learners


Purposes for assessment

Assessment OF LEARNING Assessment FOR LEARNING Assessment FOR ADVOCACY


Assessment OF learning

Summative, judgmental Involves grading Places responsibility on instructor Focuses on programmatic and system

accountability Examples: high stakes testing, unit tests,

culminating products


Assessment FOR learning

Formative, ongoing, reflective Involves student and instructor as

partners in assessment Involves pre-assessment to diagnose

what students already know or don’t know


Assessment FOR learning

Focuses on student’s evolving performance– Where am I going?– Where am I now?– How do I close the gap?

Examples of instruments: learning logs, rating scales, checklists, conferences, graphic organizers, rubrics


Assessment for ADVOCACY

Focuses on communication Targets stakeholders and decision

makers in the school community Involves the synthesis of evidence

focusing on student achievements Requires a strategic, selective approach

to assessment Possible methods: evidence folders

Who should assess?Why do it?


Assessment as a reflective community experience

Students Classroom teachers Library media specialists Other teaching partners


Why we need to assess

Library media centers are extensions of the classrooms.

What we teach is foundational to successful learning.

Information literacy is considered central to– 21st century skills– New basics


Why we need to assess

What we teach helps to close the learning gap.

If we are teaching partners, we are also partners in assessment.


Research indicates . . . .

For students-- Increases student motivation Deepens quality of learning

For instructors-- Informs teaching--what to adjust and why Enables specific and personalized feedback Allows for differentiated instruction

How are library media specialists doing it?

Scenario 1: Pacific Elementary


The setting

K students discover a strange insect on campus. They want to find out what it is and its potential

danger. They work with teacher, LMS, and tech

coordinator. They use library resources and contact an

entomologist by email.


Students’ email

Dear Mr. K

We fownd a bug on the sidwok at or school. It is red and black. It has 2 antena and small sqares on the back. Kan you hlp us? We want to no if this bug is dangris and if it pichas and what it can do. Can you tell us its name too?

Mrs. W’s class


The setting

They publicize the results by– Designing informational posters for the

campus– Creating a short video message aired over

closed circuit television


Assessing for learning

Focus: To what degree are K students able to identify important aspects of the inquiry process?

Teacher and LMS devise 2 class charts to show prior knowledge (pre-assessment) and new knowledge gained (post-assessment).


Chart 1: What we know about inquiring (pre)

Have a questionFind the

information


Chart 2: What we know about inquiring (post)

Find something interesting

Think about what we already know

Have wonderings

Find the information

Check in different places

Try to find the information

Share what we learned

Don’t make up the information!

Scenario 2: Island Middle School


The setting

Grade 6 students engage in two cycles of research assignments.

Cycle 1– Inquiry: Are ancient civilizations still alive

today? How do we know?– Performance task: Create artifacts.– Context: Students work on exhibits displayed in

the library as part of school’s Curriculum Fair.– Audience: Peers and parents.


The setting

Cycle 2– Inquiry: Historical heroes--what makes a

hero? Who would I choose and why?– Performance task: Create posters.– Context: Students mount a Hall of Fame of

Historical Heroes in the cafetorium for Parent Night.

– Audience: Parents and peers.



Focus: Are students able to identify important aspects of the information search process?

Students maintain e-logs on a bi-weekly basis.

Teacher, LMS, and student compare and contrast e-logs from both cycles.


Gloria’s e-log (cycle 1)

Prompt: If a new student came to our class, how would you explain the steps you would take to work on your research assignment?“I would tell her to find a topic and go to the library and use the electronic encyclopedia to find information. Then write it up and turn it in.”


Gloria’s e-log (cycle 2)

Prompt: If a new student came to our class, how would you explain the steps you took to work on your research assignment?

[Read aloud Gloria’s e-log]

Scenario 3: Paradise High School


The setting

Grade 10 students study issues relating to global pollution.

Inquiry: What factors impact global pollution? How bad is the situation? What can we do about it?

Performance task: Create multimedia presentations to showcase findings and possible solutions.


The setting

Context: Students participate in a mock global summit sponsored by the local department of education. Members of the community are invited as responders.

Audience: Peers and community experts.



Focus: Are students able to evaluate the usefulness of web sites for their research?

Students assess the web sites based on content, authority, and ease of use.

They collaborate with the LMS to design a graphic organizer to evaluate web sites.

They use the graphic organizer to evaluate 3 web sites at 3 different intervals in their search process.


Levels of proficiency

Level 4 I can accurately evaluate the web site on all 3 of the criteria.

Level 3 I can accurately evaluate the web site on 2 of 3 criteria. Specify the 2 criteria.

Level 2 I can accurately evaluate the web site on 1 of the 3 criteria. Specific the criterion.

Level 1 I have problems evaluating the web site on all of the criteria.


Compiled class results

05

101520253035404550

Per

cen

tag

e

4 3 2 1

Levels of proficiency

Web 1Web 2Web 3

Assessment for advocacy: building evidence folders


Context

Pilot project in Hawaii Collaborative initiative

– Hawaii Association of School Librarians– University of Hawaii– Hawaii Department of Education

24 K-12 librarians in pilot group Face-to-face summer workshop and checkpoint

sessions Online exchanges and support


Targets of the pilot

Apply a strategic approach to assessment for advocacy

Practice an outcome-based approach in designing instruction

Build evidence folders of student learning through libraries


Strategic approach to assessment

Identify school’s student learning priorities.

Select specific lessons and projects that link to the school’s learning priorities.

Establish criteria to assess student achievement of the learning targets.


Strategic approach to assessment

Devise assessment tools to measure achievement of the learning targets.

Collect and analyze the data. Communicate the results to different

stakeholder groups.


Outcome based approach to instruction

Develop a clear learning goal or outcome. Align it with standards. Determine the performance task for

students to demonstrate their understanding.

Identify criteria to assess student performance on the task.


Outcome based approach to instruction

Create an assessment tool to measure quality of student performance.

Develop activities that facilitate achievement of the learning goal.


Possible contents of evidence folder

Link library’s mission with school’s mission statement.

Connect with school’s learning priorities. Select samples of instruction that most

closely align with school’s priorities.


Possible contents of evidence folder

Provide examples of student work for lessons included.

Display compiled assessment data for lessons selected.

Include samples of student and instructor reflections about progress and improvements.


Advice from librarians

Start small. Be selective. Assume a “school” perspective. Keep it do-able. One size does not fit all!


Our journey continues . . . .

What do we teach? Why is it important? Does our teaching make a difference? How do we know this? How do others know this?


Reflecting . . . .

What do I already know about assessment?

What connections am I making? What might be my next steps?


Our challenges

Are we invisible or visible and indispensable teaching partners? Do we view assessment as intuitive and

incidental or integral and intentional to learning? Do we simply spout rhetoric on the importance

of assessment or can we demonstrate results?

Aloha and mahalo (thank you)!

Violet H. [email protected]

what is assessment? why should library media specialists be involved? violet h. harada university of...

Documents

harada aasl fall forum

advocacy slide

students eye slide

successful learning

pacific elementary slide

assessment defined process

learning experience

learning process