Assessing for Student Learning NJASL 2011 (Longer version in PDF)
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This document discusses the importance of school library media specialists playing an active role in assessing student learning. It emphasizes using both formative and summative assessments to help guide instruction and ensure learning goals are being met. Specific examples provided include using checklists, rubrics, reflections, and student-led assessments. The benefits of student self-assessment are also outlined. Real-world examples demonstrated include using tools like Google Forms, VoiceThread, and rubrics to provide formative feedback and evaluate student work. Overall, the document argues assessment should be integral to the learning process rather than incidental.
![References
Harada, V. H., & Zmuda, A. (2008, April). Reframing the library media
specialist as a learning specialist. School Library Monthly, 24(8).
Retrieved from
http://www.schoollibrarymonthly.com/articles/Zmuda&Harada200
8v24nn8p42.html.
Pappas, M. L. (2009). Designing learning for evidence-based practice.
In K. Fontichiaro (Ed.), 21st century learning in school libraries (pp.
180-184). Santa Barbara, CA: Libraries Unlimited. (Reprinted from
School Library Media Activities Monthly, 2008, January, 24, [5]).
Stripling, B. (2009). Assessing information fluency: Gathering
evidence of student learning. In K. Fontichiaro (Ed.), 21st century
learning in school libraries (pp. 166-170). Santa Barbara, CA:
Libraries Unlimited. (Reprinted from School Library Media Activities
Monthly, 2007, April, 23, [8]).](https://image.slidesharecdn.com/assessmentnjasl2011longerversion-111130221315-phpapp01/85/Assessing-for-Student-Learning-NJASL-2011-Longer-version-in-PDF-52-320.jpg)
Assessing for Student Learning NJASL 2011 (Longer version in PDF)
- 1. getting there together: assessing student learning buffy j. hamilton njasl 2011 CC image via http://goo.gl/jYKZv
- 2. assessment is often the missing piece in our collaborative efforts with classroom teachers Source: Harada & Yoshina, 2006
- 3. “are we invisible or visible and indispensable teaching partners?” Source: DuPre, 2008 from challenges identified by Dr. Violet H. Harada, AASL Fall Forum 2006
- 4. “do we view assessment as intuitive and incidental or integral and intentional to learning?” Source: DuPre, 2008 from challenges CC image via identified by Dr. Violet H. Harada, AASL Fall http://www.flickr.com/photos/houseofcards/94935329/siz es/l/in/faves-10557450@N04/ Forum 2006
- 5. why should school library media specialists play an active role in theassessment of student learning?
- 6. we cannot truly claim our role as teacher or provide direct evidence of the impact of library programs on student achievement without playing an active role in the assessment of student learning
- 7. “The school library media program is guided by regular assessment of student learning to ensure the program is meeting its goals.” Source: American Association of School Librarians, 2009, p. 27 Original photograph by Buffy J. Hamilton
- 8. embed yourself in the instructional design process CC image via http://www.flickr.com/photos/eloctre/4989097223/sizes/l/in/photostream/
- 9. backwards design learning outcomes assessments learning experiences and instruction
- 10. identify specific learning targets Source: Harada & Yoshina, 2006
- 11. look for criteria to help us assess how well students achieve the targets and state the criteria clearly in terms of desired behavior using language students can understand Source: Harada & Yoshina, 2006 CC image via http://goo.gl/AlAQC
- 12. select a strategy or tool to conduct the assessment Source: Harada & CC image via http://goo.gl/wX9UI Yoshina, 2006
- 13. design a performance task for students demonstrating their achievement of a learning target Source: Harada & Yoshina, 2006 CC image via http://goo.gl/Aiwh0
- 14. these “snapshots” of student work provide us concrete evidence to adjust our instruction and better meet learner needs Source: Harada & Yoshina, 2006 CC image via http://goo.gl/hdoH7
- 15. Formative Self Summative
- 16. process product
- 17. formative assessment: the measurement of knowledge and skills during the process of learning Source: Stripling, 2007/2009, pp. 167-68
- 18. Formative Assessment Formative assessments engage the school library media specialist, classroom teacher, and student in thinking about the learning process while it is happening so that adjustments can be made if needed Ongoing and reflective in nature Frames teachers and students as partners in learning Source: Stripling, 2007/2009, pp. 167-68
- 19. Examples of Teacher Led Formative Assessments Checklists Rubrics Exit cards or slips Observation checklists “Consultations” or mini-interviews Source: Stripling, 2007/2009, pp. 167-68
- 20. Examples of Student Led Formative Assessments Reflecting (learning logs Questions or blogs, notetaking) Sharing, Reciprocal Video recorded Teaching reflections/narratives Peer Review Graphic organizers (KWL charts, concept maps/mind mapping, idea webs) Source: Stripling, 2007/2009, pp. 167-68
- 21. summative assessment is the measurement of knowledge and skills at the end of a process of learning in order to determine the amount and quality of learning Source: Stripling, 2007/2009, pp. 167-68
- 22. Summative Assessments Presentations Multimedia creations (Voice Thread, Video, Portfolios Glogster) Text based papers Tests/Exams Reflective narratives Performance based tasks Source: Stripling, 2007/2009, pp. 167-68
- 23. student self-assessment: who is in charge of your learning?
- 24. Standards for the 21st Century Learner in Action Original photography by Buffy J. Hamilton
- 25. Benefits of Student Self-Assessment Encourages participatory learning Increases intrinsic motivation Helps students construct new meanings Helps cultivate a sense of ownership of learning and agency over learning environment Source: Harada, 2010
- 26. Possibilities for Self Assessments Forms of formative assessment can be adapted Students can participate in evaluating themselves with a rubric Transforming traditional types of self- assessment tools into virtual learning spaces Source: Harada, 2010
- 27. how does this process look in real world practice? CC image via http://www.flickr.com/photos/nhuisman/3168683736/sizes/l/
- 28. formative and summative assessments
- 29. 1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or 1.1.9 Collaborate with others to broaden and strategies when necessary to achieve success. deepen understanding. conversations via active reflection and metacognition
- 31. google forms
- 34. Source: http://teachingsagittarian.com/2009/03/voice thread-as-a-digital-portfolio/
- 49. CC image via http://goo.gl/G4hWF
- 50. References Abler, R. (2011, February 15). Why formative assessments matter. Retrieved from Edutopia website: http://www.edutopia.org/blog/formative-assessments- importance-of-rebecca-alber American Association of School Librarians. (2009). Teaching for learning. In Empowering learners: Guidelines for school library media programs (pp. 19-27). Chicago: Author. DuPre, C. (2008, February). Assessing student learning in the school library media center. Conference presentation presented at ECU Librarian to Librarian Networking Summit. Available at http://www.ecu.edu/cs- lib/trc/upload/Assessing_Student_Learning_in_the_School_Li brary-2.pdf
- 51. References Harada, V. H. (2007, November). From eyeballing to evidence: assessing for learning in hawaii library media centers. School Library Monthly, 24(3), 21-25. Retrieved from http://proxygsu- sche.galileo.usg.edu/login?url=http://search.ebscohost.com/login.a spx?direct=true&db=a9h&AN=27400685&site=ehost-live Harada, V. H. (2010, June). Self-assessment: Challenging students to take charge of learning. School Library Monthly, 26(10), 13-15. Retrieved from http://proxygsu- sche.galileo.usg.edu/login?url=http://search.ebscohost.com/login.a spx?direct=true&db=a9h&AN=51003266&site=ehost-live Harada, V. H., & Yoshina, J. M. (2006, March). Assessing learning: The missing piece in instruction? School Library Monthly, 22(7). Retrieved from http://www.schoollibrarymonthly.com/articles/Harada2006v22n7p 20.html
- 52. References Harada, V. H., & Zmuda, A. (2008, April). Reframing the library media specialist as a learning specialist. School Library Monthly, 24(8). Retrieved from http://www.schoollibrarymonthly.com/articles/Zmuda&Harada200 8v24nn8p42.html. Pappas, M. L. (2009). Designing learning for evidence-based practice. In K. Fontichiaro (Ed.), 21st century learning in school libraries (pp. 180-184). Santa Barbara, CA: Libraries Unlimited. (Reprinted from School Library Media Activities Monthly, 2008, January, 24, [5]). Stripling, B. (2009). Assessing information fluency: Gathering evidence of student learning. In K. Fontichiaro (Ed.), 21st century learning in school libraries (pp. 166-170). Santa Barbara, CA: Libraries Unlimited. (Reprinted from School Library Media Activities Monthly, 2007, April, 23, [8]).
- 53. contact information buffy.hamilton@gmail.com http://theunquietlibrarian.wordpress.com http://buffyjhamilton@wordpress.com Twitter: @buffyjhamilton