![15
What is evaluation?[1]
As defined by the
American Evaluation Association:
– evaluation involves assessing the strengths and
weaknesses of programs, policies, personnel,
products, and organizations to improve their
effectiveness.
– Evaluation is the systematic collection and analysis
of data needed to make decisions
• Evaluation Definition: What is Evaluation?](https://image.slidesharecdn.com/librarywrap2007-101128235513-phpapp01/85/Library-wrap-2007-15-320.jpg)
![22
Why Evaluate?
Studies show the positive correlation with
student achievement occurs when there is an
effective school library program [and]:
– School librarians are full time and
– Librarians collaborate with teachers on
instructional planning.](https://image.slidesharecdn.com/librarywrap2007-101128235513-phpapp01/85/Library-wrap-2007-22-320.jpg)
![58
Importance of a sophisticated model
Richardson:
– “The reference service performance model [that led to
the 55% rule] was overly simplistic, samples were way
too small, and the test questions were not representative
of real-world reference questions.”
– “Students of reference service should learn about the
existence of multiple performance outcomes (i.e.,
accuracy, utility, and satisfaction) and to recognize that
each outcome is driven by different factors.”
• “Reference Is Better Than We Thought.”](https://image.slidesharecdn.com/librarywrap2007-101128235513-phpapp01/85/Library-wrap-2007-58-320.jpg)
Library wrap 2007
- 1. 1 Wrapping the Gift? Evaluating the School Library Program LIB 620 Library Management Fall 2010
- 2. 2 What are school libraries for? The Mission of the School Library – The school library provides information and ideas that are fundamental to functioning successfully in today’s information and knowledge-based society. The school library equips students with life-long learning skills and develops the imagination, enabling them to live as responsible citizens. – IFLA/UNESCO School Library Manifesto 2
- 3. 3 AASL Mission The mission of the school library media program is to ensure that the students and staff are effective users of ideas and information. The school library media specialist empowers students to be critical thinkers, enthusiastic readers, skillful researchers, and ethical users of information . . . – Empowering Learners (2009). 3
- 4. 4 What about school librarians? 4 Roles and Responsibilities of the School Library Media Specialist – Leader – Instructional Partner – Information Specialist – Teacher – Program Administrator
- 5. 5 More on the role of the LMS Guiding principles – Principle One: School libraries have no boundaries. – Principle Two: Library and information professionals should be flexible. – Principle Three: Ensure that students are effective users of ideas and information. – Principle Four: Information is everywhere, essential, and central. • Lowe, C. A. The Role of the School Library Media Specialist in the 21st Century. ERIC Digest. 2000-11-00 5
- 6. 6 Another way to look at it Three critical areas of services 1. Information access and delivery • The school library media specialist who has a solid foundation in evaluating information, has technological expertise in retrieving and organizing information, and maintains a commitment to intellectual freedom, is able to create an information-rich learning environment within the school. – Program Standards for School Library Media Specialist Preparation (2003), p. 7. 6
- 7. 7 More from NCATE Standards Three critical areas of services 2. Teaching and learning • Earlier versions of the school library media specialist program focused on a consultancy role and stressed locational guidance, but current practice demands a true partnership role, in which the school library media specialist and classroom teacher are engaged together throughout the instructional process. – Program Standards for School Library Media Specialist Preparation (2003), p. 7. 7
- 8. 8 More from NCATE Standards Three critical areas of services 3. Program administration • The school library media specialist must understand management and change, must communicate clearly, and must be prepared to take tactical risks. In addition, librarians must advocate for support and must create an environment that contributes to student achievement. . . . Therefore, the effective school library media specialist will exhibit leadership skills among colleagues . . . – Program Standards for School Library Media Specialist Preparation (2003), p. 7. 8
- 10. 10 Leadership Are there many types of leaders? – Appointed Leaders – Expert Leaders – Interpersonal Leaders – Social/Informal Leaders • Are you a “born leader”? If not, you can develop skills to help you become an effective leader. Just as you become a better teacher through experience, you'll become more comfortable as a leader over time. • The Teacher Librarian as Manager 10
- 11. 1111
- 12. 12 The Kentucky Department of Education recommends the following resources: – Characteristics of Highly Effective Teaching and Learning (Library) – School Library Media Program Rubric – School Media Librarian Evaluation Instrument 12
- 13. 13 Evaluation of School Library Programs
- 14. 14 Preemptive Action: The busy librarian’s guide to program evaluation Based in part on: A workshop developed by the Pennsylvania School Librarians Association Professional Development Committee (No longer available online) indicates the slide was originally from the above presentation
- 15. 15 What is evaluation?[1] As defined by the American Evaluation Association: – evaluation involves assessing the strengths and weaknesses of programs, policies, personnel, products, and organizations to improve their effectiveness. – Evaluation is the systematic collection and analysis of data needed to make decisions • Evaluation Definition: What is Evaluation?
- 16. 16 What about school library program evaluation? Evaluation of school library media centers: – When you examine something or someone, you examine the subject and make a judgment about the quality, significance, or condition of whatever is to be evaluated. • Emanuel T. Prostano and Joyce S. Prostano, The School Library Media Center 5th ed. (Englewood, CO: Libraries Unlimited, 1999), 44.
- 17. 17 Purposes of evaluation To find out what is right To find out what is wrong • Summary of definition in Blanche Woolls, The School Library Media Manager 2nd ed. (Westport, CT: Libraries Unlimited, 1999).
- 18. 18 What can you evaluate? Everything! – Collection – Personnel – Library Layout – Programs – Curriculum collaboration – Reference service/collection: • Interview skills • Quality of the answers provided • Satisfaction of your patrons – Students or teachers—or other school staff
- 19. 19 What should you evaluate? That depends . . . – On your priorities – On your economic needs and situation – On the policies and procedures established by your school, school district and/or state – On how much time you have left over from your other duties to devote to planning and executing an evaluation project
- 20. 20 Why evaluate? Because you have to – Continuous assessment of services can be an ongoing requirement for accreditation/funding, etc. Because you want to – You want to find out how well you’re doing – You want to find out how well others think you’re doing – You want to find ways to improve your service
- 21. 21 Why Evaluate? • Schools are being evaluated by student academic achievement in reading, writing and math. • Recent studies show student achievement correlates positively with effective school library programs.
- 22. 22 Why Evaluate? Studies show the positive correlation with student achievement occurs when there is an effective school library program [and]: – School librarians are full time and – Librarians collaborate with teachers on instructional planning.
- 23. 23 Why Evaluate? Studies also show an effective school library program includes the following attributes: – Quality collections; – Increased hours of access beyond school day; – Professional development for teachers and librarians; – Student access to technology; and – Collaboration with other types of libraries.
- 24. 24 Why Evaluate? Because. . . To improve, the librarian must have baseline data about the program. To be relevant, the librarian must know if the library services and resources are aligned with the school’s goals for student achievement. To build a case for better support, the librarian needs data that demonstrates the value of the program.
- 25. 25 An evaluation enables you to: – Determine success in attaining program goals. – Determine students’ and teachers’ needs so they can be incorporated into the program. – Provide a basis for resource allocation. – Recognize strengths and accomplishments. – Examine the impact of the program on student learning. What Can an Evaluation Do? • Nancy Everhart, Evaluating the School Library Media Center, 1998)
- 26. 26 It makes sense— Focus data collecting and evaluation on those components of a school library program that the research shows correlate with student achievement.
- 27. 27 Types of Evaluation Formal Informal External Internal Formative During a program Summative After the program is completed
- 28. 28 Evaluation requires standards How do you know if the media center is “good”/ “not good” or even “good enough”? – “Good enough” for what? For whom? Guidelines or rubrics or objectives for collections, performance, etc. can be found in: –
- 29. 29 Types of Data Quantitative Qualitative Number of OPAC searches Size of collection Number of lessons planned with teachers Students’ success rate in locating appropriate resources in OPAC searches Collection supports the curriculum Comprehensive and collaborative planning is in place
- 30. 30 Standards require interpretation Quantitative: relatively easy –
- 31. 31 Qualitative: more difficult – Standards require interpretation
- 32. 32 Interpretation means operationalization Operationalize: – To define a concept in a way that can be measured. In evaluation research, to translate program inputs, outputs, objectives, and goals into specific measurable variables. • Program Evaluation Glossary http://www.epa.gov/evaluate/glossary/o-esd.htm
- 33. 33 Interpretation means creating goals and objectives The purpose and study goals should determine the types of methods and measures you use to conduct the evaluation Objectives will define your standard of excellence--the minimum level of appropriate service for your particular clientele – Jo Bell Whitlach, Evaluating Reference Services
- 34. 34 Methods of Evaluation Obtrusive – People are aware of the evaluation • Self-evaluation • Surveys • Observation Unobtrusive – data collection that does not require intrusion into the lives of participants by investigators • Glossary for Responsible Conduct in Data Management – People are unaware of the evaluation • Unobtrusive measures of physical facilities • Use of proxies—“mystery patrons”
- 35. 35 Obtrusive reference evaluations in a school library context Questionnaires or interviews of students or teachers Numbers gathering: – Reference question counts – Numbers/types of reference books used – Circulation statistics Observation – By external observer – Self-observation: Journal
- 36. 36 Evaluation Model 1. Define the question. 2. Collect data--determine needed data and method of collection. 3. Analyze the data. 4. Formulate recommendations. 5. Develop an action plan.
- 37. 37 Research Finding Students whose school librarian plays an instructional role tend to achieve higher than average scores. What data are needed to determine whether or not the school librarian plays an instructional role in the school? The Question Evaluation Model Step 1. Define the Question
- 38. 38 Look at the rubric
- 39. 39 Empowering Learners Building collaborative partnerships: – Guideline: • The school library media program promotes collaboration among members of the learning community and encourages learners to be independent, lifelong users and producers of ideas and information – Empowering learners, p. 20. 39
- 40. 40 Addressing multiple literacies: – Guideline: • The school library media program provides instruction that addresses multiple literacies, including information literacy, media literacy, visual literacy, and technology literacy. – p. 23. According to Empowering Learners
- 41. 41 Determine the type needed. – Quantitative/Qualitative Determine the method of collection. – Existing statistic – Survey, questionnaire, focus group, observation Evaluation Model Step 2. Collect data
- 42. 42 – Identify areas of agreement and disagreement among groups. – Identify areas of strength and areas that need improvement. – Identify areas where more data is needed. How can the data be analyzed to determine whether or not the librarian plays an effective instructional role in the school? Evaluation Model Step 3. Analyze the data
- 43. 43 Agreement Example-- Target Indicator: Information Literacy Standards are integrated into content learning. Library Staff Response ____Basic 100% Proficient ____ Exemplary Administrative Response ____Basic 100% Proficient ____ Exemplary Teaching Staff Response 12% Basic 88% Proficient ____ Exemplary
- 44. 44 Disagreement Example-- Target Indicator: Curriculum development is modeled and promoted. Library Staff Response 100% Basic _____ Proficient ____ Exemplary Administrative Response ____Basic 100% Proficient ____ Exemplary Teaching Staff Response 82%Basic 18% Proficient ____ Exemplary
- 45. 45 Strength Area Example-- Target Indicator: Collaborative planning is modeled and promoted. Library Staff Response ____Basic 100% Proficient ____ Exemplary Administrative Response ____Basic 100% Proficient ____ Exemplary Teaching Staff Response ____Basic 100% Proficient ____ Exemplary
- 46. 46 Weakness Area Example-- Target Indicator: Students are engaged in reading, writing, speaking, viewing & listening for enjoyment, enrichment, & understanding. Library Staff Response ____Basic 100% Proficient ____ Exemplary Administrative Response 100% Basic ____ Proficient ____ Exemplary Teaching Staff Response 82% Basic 18% Proficient ____ Exemplary
- 47. 47 Contradictory Data Example— Target Indicator: Effective teaching modeled & promoted. Library Basic ____ Prof. 100% Exemplary Admin. ____ Basic ____ Prof. 100% Exemplary Teacher Basic 60% Prof. 40% Exemplary Target Indicator: Student achievement is assessed. Library 100% Basic Prof. Exemplary Admin. 100% Basic ____ Prof. Exemplary Teacher 90% Basic 10% Prof. Exemplary
- 48. 48 Back to Step 2 Collecting More Data – Focus Groups 1. How are student products and performances assessed in units involving use of the library? 2. How do you determine the products and performances to demonstrate mastery of content in units involving use of the library? 3. What is the role of reflection in student work involving use of the library?
- 49. 49 • Review the data, formulate recommendations. • For example: – Because of the strong correlation between the school librarian’s instructional role and student achievement, the Advisory Committee establishes a three year goal of reaching the Exemplary level in all target indicators in the Teaching and Learning Rubric Role of an Advisory Committee of stakeholders— Evaluation Model Step 4. Analyze the data
- 50. 50Example: Recommendations for First Year – Review the Standards for the 21st Century Learner to ensure they align with content standards and set student expectations for analysis, evaluation and inquiry. – Meet with teaching teams to solicit recommended revisions. – Convene a workshop for new teachers to review the standards. Standards for the 21st Century Learner Adapted from
- 51. 51Example: Recommendations for First Year Collaborative Planning – Establish regular common planning time for teachers with the library media staff. Curriculum Development – Review school policies to remove any barriers that prevent librarians from participating in building and district curriculum sessions.
- 52. 52Example: Recommendations for First Year Reading, Writing, Speaking, Viewing – Provide a series of author workshops and develop plans with teachers for student reading, writing, speaking, and viewing responses to the author workshops. – Involve Parents. Effective Teaching – Clarify conflicting feedback through focus groups targeting use of assessment, differentiation, & inquiry in instruction. – Develop recommendations based on new data.
- 53. 53 Library staff develop an action plan for each recommendation. The Advisory Committee of Stakeholders reviews and approves the action plans. Evaluation Model Step 5. Develop an action plan
- 54. 54 Action Plan Example: Target Indicator: Curriculum development is modeled and promoted Objective Activity Documentation Participants New Resources Completion Date Review barriers preventing librarians from participating in curriculum sessions. Review policies School Council minutes School Council & admin. None projected Sept. 1 Secure schedule Post schedule in lib. & faculty rm. Principal None Sept. 10 Participate in mtgs. Meeting minutes Librarians None projected June 1 Report back Faculty mtg. minutes Librarians None Monthly Written material In professional library Librarians None Within 5 days of mtg
- 55. 55 This example of an evaluation was… • Type (which one?) – Formal – Internal – Formative • Data collection methods: – Research – Rubric-based questionnaire – Focus Group • Data type: – Quantitative – Qualitative
- 56. 56 Unobtrusive evaluation in schools 1 Unobtrusive measures of physical facilities – “The basic premise . . . is that you can learn a great deal . . . by looking at how things wear (‘erosion’), how things are left in the building (‘traces’) and how things are rearranged (‘adaptations for use’).” • Nancy Everhart, Evaluating the School Library Media Center: Analysis Techniques and Research Practices. Libraries Unlimited, 1998.
- 57. 57 Unobtrusive evaluation in schools 2 Use of proxies—“mystery patrons” – Technique used more often in academic libraries and government documents reference services • Half-right reference: the 55% rule • 5-minute rule – Peter Hernon and Charles R. McClure, “Unobtrusive Reference Testing: The 55 Percent Rule” Library Journal April 15, 1986, 37-41. • “It’s not true, and now we know why . . . the so-called “55% rule” has never been tested against a truly representative field sample.” – John V. Richardson, Jr., “Reference Is Better Than We Thought,” Library Journal April 15, 2002, 41-42.
- 58. 58 Importance of a sophisticated model Richardson: – “The reference service performance model [that led to the 55% rule] was overly simplistic, samples were way too small, and the test questions were not representative of real-world reference questions.” – “Students of reference service should learn about the existence of multiple performance outcomes (i.e., accuracy, utility, and satisfaction) and to recognize that each outcome is driven by different factors.” • “Reference Is Better Than We Thought.”
- 59. 59 Characteristics of good models Measures of reference service must be – Valid • They “accurately reflect the concept being studied.” – Reliable • They “are stable and dependable, and provide consistent results with each repeated use.” – Practical • They “require that data be relatively easy to collect.” – Useful • They “provide information that can be used to improve reference services.” – Whitlach, Evaluating Reference Services.
- 60. 60 Problems of Evaluation in School Context Often the school librarianis the only one working in the library An evaluation project can be time- consuming to plan and to put into action
- 61. 61 Solutions to evaluation problems Depends on your local situation – Your resources: • Time, money, available warm bodies – You and your creativity Make evaluation part of your routine – As you plan/prepare your program(s), include an evaluation component • Appropriate, affordable, accessible, accountable Seek collaborative partners whenever possible
- 62. 62 Find out more in LIB 604! LIB 604 Libraries in the School Curriculum – An approach to understanding the role of the library media specialist and the media center in the school curriculum, with the aim of developing the school as a learning community, stressing collaboration between administrators, teachers and librarians in planning learning experiences. – Offered Spring semesters – Includes a Collaborative Action Research assignment. – See What is Collaborative Action Research? 62
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