1. Assessment Matters : Enhancing Student Learning
Linda A. Roberts, LMS
Northeast High School – Arma, KS
KASL Past-President
Terri Snethen, LMS
Blue Valley North High School – Overland Park, KS
Recipient of KASL Fall Forum Grant
with a Special Report from
Dr. Jackie Lakin
Information Management Consultant - KSDE
Reports from “Assessing Student Learning in the School Library Media Center” AASL Fall Forum, October 2006
April 10, 2007

2. Acknowledgements Kansas Association of School Librarians (KASL)
AASL Fall Forum Grant –
2008 – Application due February 1, 2008
Mentorship Program

3. AASL Fall Forums “AASL Fall Forum Focuses on Reading to Learn” (2004)
“Assessing Student Learning in the School Library Media Center” (2006)
TBA (2008)

4. Presentation Outline What is assessment?
Why should SLMSs be involved in assessment?
How should SLMSs become involved?
How can we best assess student learning?
Which assessment tool is the right one to use?
How should instruction include assessments?
How may we communicate evidence of learning?
What questions do you have?
What resources are available?
Happy TRAILS to you!

5. What is assessment?
Process of collecting, analyzing, and reporting data
Assessment offers more than evaluation
Evaluation – summative activity that places value on the end result (auditing)
Assessment – formative activity that reveals student performance throughout the learning process (educating and improving)
Assessment provides decisive information on how a student is doing and what can be used to improve the learning experience

6. Purpose of Assessments
Interactive characteristic makes it a part of a larger paradigm shift – spiraling & student-focused – results in improved student learning
Engages students in learning through ownership and understanding expectations
Learning tool that serves both teacher and students
Teachers and SLMSs can redirect activities based on assessments
Becomes a motivational tool for students by giving them direct input into how they will be assessed

7. Formative vs. Summative – You Decide

8. Why should SLMSs be involved in assessment?
We have a curriculum and a vision for instructional information literacy
We have a real need for “ongoing assessment of student progress and the reporting of this progress in a manner that communicates effectively to school staff, students, and parents”
We are trained collaborators
Who needs convincing???
Teachers, Administrators, and SLMSs!
(The Handy 5, 7)

9. What are my excuses not to become involved?
Myth 1 – The fault lies with the students being unable to learn.
Myth 2 – Repetition using the same approach is best, so there is no need to assess and change things.
Myth 3 – The primary method of assessing student performance is traditional evaluation tools, such as paper and pencil tests.
Myth 4 – Assessment and evaluation are the same thing, therefore, SLMSs won’t assess because they don’t give grades.
Myth 5 – Skills and attitudes that students develop their ability to read and use information do not require assessment.
Myth 6 – Developing skills and attitudes for lifelong learning are not the focus of instruction in the library. These are attributes that learners somehow acquire on their own later in life (Harada and Yoshina xvi-xvii)

10. Good News!
While NCLB has caused a dread of “assessments”, it offers opportunities
Let it become an empowering force that gives authority to SLMSs
Use this impetus to take immediate action and make a difference – become the leader!

11. How should SLMSs become involved?
Be proactive
Start small – small changes make big gains
Ask for course syllabi
Help decide what students must be able to do at the end of the learning experience
Be able to identify standards and indicators addressed
Provide evidence of learning that results from instruction

12. How should SLMSs become involved?
Help design assessment tools with students and teachers
Participate in formative assessments
Review search strategies with students and suggest additional resources as needed
Help teachers identify issues to investigate
Teach use of multimedia tools for interviews and presentations
Seize opportunities to show how our teaching reinforces and enhances classroom learning

13. What is your vision? Claim authority
Claim your authority in your classroom : The LMC
We are the learning specialists in the area of information literacy and technology
Students AND teachers should become our “students” - mentor!
True authority does not come from administrators, it comes from the large gap between the academic expectations for learners and current achievement levels
Get the data - study and learn from actions and their results – otherwise it is appears we are coming from a biased viewpoint
(Zmuda)

14. What is your vision? Write it down!
Without a curriculum document, the LMC does not exist. Include these ideas:
Identify and clarify core beliefs with a shared and measurable vision
Articulate what we want to look like and be like in the future
Define our principles, values, and beliefs about teaching and learning
Define measurable and attainable goals of what we want to accomplish in student and adult learning

15. Can we talk about it? – SLMS Job Description
Challenge:
Write a vision to include indicators for:
Classroom teachers and students
Collection development plan
Physical environment
Relationship to school improvement efforts
Write your job description from your vision
Write one or two measurable statements of what you would see if you were fulfilling the vision of what a SLMS should do
Check the time on each job and analyze if your time identifies and fits your vision

16. How can we best assess student learning?
Begin with clear learning targets and criteria for assessment
Consider how many assignments are worth the time and effort they are given
Look at information literacy standards that overlap content standards
Be prepared to think and do things differently
Student Learning

17. Essential Relationships

18. Which assessment tool is the right one to use?
Effective Assessment Tools:
Have established criteria (what are you looking for?)
Can be used by students to gauge progress (how are they doing?)
Can be used by teachers and librarians to inform instruction (how are you doing?)
Are used throughout the instructional process – beginning, middle, end
(Harada and Yoshina 19)

19. Tools For Assessing Learning
Checklists
Rubrics
Rating Scales
Conferences
Logs
Personal correspondence
Graphic Organizers

20. Often involve yes/no rating Don’t assess quality
Checklists
Often involve yes/no rating
Don’t assess quality
Can be used to assess behaviors
Keep student/teacher/librarian focused on important aspect(s) of task
Keep a record of progress
Can be used for simple tasks
(Harada and Yoshina19-21)

21. Example Checklist Evaluation
Judge Your Product (How effective were you?) - Do this step before your assignment is due.
1.    Are all components of the assignment present? Yes No
2.    Are all assignment guidelines met? Yes No
3.    Are all sources correctly cited? Yes No
4.    Is this a product you can be proud of? Yes No

22. Example Checklist

23. Describes levels of success or mastery – strong, adequate, weak etc.
Rubrics
Grid design
Describes levels of success or mastery – strong, adequate, weak etc.
Can be used for complex tasks
Can vary in level of detail
Can be used for evaluation and/or instruction
Can be created with student input – What does a quality product look like?
(Harada and Yoshina 21-23)

24. Kansas State Writing Assessment
Example Rubric
Kansas State Writing Assessment
GRADE 5: NARRATIVE WRITING RUBRIC: SENTENCE FLUENCY
Rating of 5 (Strong): The writing has an easy flow and rhythm when read aloud. Sentences are well built, with consistently strong and varied structure that makes expressive oral reading easy and enjoyable.
Rating of 3 (Developing): The text hums along efficiently for the most part, though it may lack a certain rhythm or grace. It tends to be more pleasant or businesslike than musical, more mechanical than fluid.
Rating of 1 (Beginning): The paper is difficult to follow or read aloud. Most sentences tend to be choppy, incomplete, rambling, or awkward; they need work. More than one of the following problems is likely to be evident:

25. Oral History Project – Library Media Evaluation Rubric
Example Rubric
Oral History Project – Library Media Evaluation Rubric
Works Cited Page (content, format and punctuation)
Attempts were made to create a works cited page, which contained multiple errors with regards to punctuation, citing sources, as well as how the order of information was presented.
Works cited page had more than a few punctuation errors; a few sources were improperly cited and the order of information contained some errors.
Works cited page was completed with very minor punctuation errors (no more than a few) and sources were cited properly with correct order of information.
Internal Documentation (content)
In-text citations were improperly formatted, or in some cases omitted.
In-text citations had minor errors in format and/or placement.
In-text citations were used correctly and formatted appropriately.
Consistency (whether internal documentation and works cited page match up)
In-text citations did not match works cited entries in most cases.
Some in-text citations pointed directly to a works cited entry. Others did not.
All in-text citations pointed directly to a works cited entry.
MLA Format (correct titling, font, spacing, margins, running headers, etc.)
MLA format had major mistakes with regard to headers and font. Spacing, margins, and titles had major errors.
MLA format had minor problems with regard to headers and font. Spacing, margins, and titles had occasional mistakes.
MLA format was closely followed with regard to headers and font. Spacing, margins, and titles were also correctly formatted.
Total Points = ________

26. Identifies criteria for performance
Rating Scales
Identifies criteria for performance
Does NOT describe levels of performance
Used for measuring multiple aspects of a task
Can be qualitative (use adjectives) or quantitative (use numbers)
Often use questions
(Harada and Yoshina 27-29)

27. Example Rating Scale Library Media Survey
1. I was confident using databases to find information before this project began. Strongly Agree Agree No Opinion Disagree Strongly Disagree
2. I am very confident using databases to find information now. Strongly Agree Agree No Opinion Disagree Strongly Disagree
3. I now understand how to use MLA format to cite my sources. Strongly Agree Agree No Opinion Disagree Strongly Disagree
4. I think my project was a success. Strongly Agree Agree No Opinion Disagree Strongly Disagree
5. In a minimum of one sentence, write what the library staff could have done differently to assist you with this project?
6. In a minimum of one sentence, write one thing that you learned about researching from this project?

28. Can be very time consuming May be tailored to needs of student
Conferences
Are conversations
Can be casual or formal
Are very flexible
Can be very time consuming
May be tailored to needs of student
(Harada and Yoshina 31-34)

29. Logs Involve self-assessment and reflection
Help students monitor their own learning
Require well designed prompts matched to learning goals
Can be used to assess feelings and attitudes
Are best used in conjunction with other assessment tools
(Harada and Yoshina 44 )

30. Example Log Prompts
Goal: Accesses Information efficiently and effectively
How did you go about finding the information to answer your research questions? Describe your search strategy.
Goal: Evaluates information critically and competently
Which sources did you find most helpful? What criteria did you use in selecting your sources
Goal: Pursues information related to personal interests
How does this topic relate to your life? What aspects of the topic are most interesting to you?
(Harada and Yoshina 36)

31. Example Log Prompts
Goal: Appreciates literature and other creative expressions of information
What is the best book you read this month (quarter, semester, year)? How did the book relate to your own life? How does it compare with other books you have read?
(Harada and Yoshina 36)

32. Example Log Prompts My Research Log
Today I worked on ___________________________.
I learned that _______________________________.
Some problems I had were ____________________.
Tomorrow I will _____________________________.
This is how I feel about myself as a researcher:
Happy
Sad
Confused
(Harada and Yoshina 38)

33. Personal Correspondence
Can include letters, notes, invitations, feedback
Can involve others in the learning process (parents, community members, peers, etc.)
(Harada and Yoshina 44-45)

34. Example Personal Correspondence
Library Media Survey
1. I was confident using databases to find information before this project began. Strongly Agree Agree No Opinion Disagree Strongly Disagree
2. I am very confident using databases to find information now. Strongly Agree Agree No Opinion Disagree Strongly Disagree
3. I now understand how to use MLA format to cite my sources. Strongly Agree Agree No Opinion Disagree Strongly Disagree
4. I think my project was a success. Strongly Agree Agree No Opinion Disagree Strongly Disagree
5. In a minimum of one sentence, write what the library staff could have done differently to assist you with this project?
6. In a minimum of one sentence, write one thing that you learned about researching from this project?

35. Personal Correspondence Ideas
Have students write notes to others with feedback on presentations
Have students write notes to parents for parent-teacher conferences
Have students invite parents to presentations they have researched
(Harada and Yoshina 44-45)

36. Graphic Organizers Visual representations of thinking
Can help learners:
make connections
see patterns and relationships
outline ideas
compare and contrast
show cause and effect
determine key ideas
organize research
take notes
(Harada and Yoshina 49-50)

37. Types of Graphic Organizers
KWL
Concept map
Venn Diagram
Web
Comparison matrix
Flow chart
Tree map
Storyboard

38. Example Graphic Organizer

39. Example Graphic Organizer
Books
Databases
Where will I find
information?
Internet

40. How should instruction include assessments?
Backward Design
2 Questions
What must students be able to demonstrate or perform by the end of this experience?
How can we measure how well students have achieved this goal?
(Harada and Yoshina 15)

41. Traditional Planning Start with ideas Select activities
Develop lesson procedure
Determine objectives based on activities
Decide assessment method
(Harada and Yoshina 68)

42. Backward Design Outcomes Assessment Instructional Procedure
Standards and Indicators
Task
Assessment
Criteria
Tool(s)
Instructional Procedure
What will teacher do?
What will LMS do?
What will students?
(Harada and Yoshina)

43. Backward Design Example
Scenario :
A 9th grade English teacher wants students to research an aspect of what life was like in the 1930s before reading Of Mice and Men. Possible topics include politics and government, everyday life, art and culture, economics and business. She wants them to create an an annotated bibliography of 3 sources (one print, one website, one from a database) and develop a “Top Ten List” that summarizes the most important information about the topic.

44. Backward Design Example
Standard
Indicator
Task
Assessment Criteria

45. Backward Design Example
Assessment Tool(s)
What will teacher do?
What will LMS do?
What will students do?

46. How may we communicate evidence of learning?
Establish the need
We must demonstrate how our teaching contributes to learning
We must generate reports
We must understand the data
We must communicate results to school staff, students, and parents
Look to new research

47. Current research in Kansas

48. Are these questions being addressed?
What would our curriculum look like if students designed it?
What is the selling point for teachers and administrators to address information literacy?
How do you get students to care about a higher level of self-scrutiny in their work?
How do you move teachers from assigning reports to research?
How much priority is given to the analysis of student work by both the SLMS and school?
How are we closing the achievement gap?

49. What questions do you have?

50. What resources are available?
- “Refereed Research Articles”
“Adequate Yearly Progress (AYP) at Your Library Media Center: The Collaboration of Administration and Library Media Centers” by Cynthia Anderson (Library Media Connection)
- Information Power Action Research Project (short student assessment)
Assessing Learning : Librarians The Handy 5 – KASL Research
and Teachers as Partners Committee, 2001.
(Harada & Yoshina)

51. What resources are available?
Program Administration Principles of School Library Media Programs
Excerpted from Chapter 6, "Program Administration," of Information Power: Building Partnerships for Learning. Copyright © 1998

52. Tool for Real-time Assessment of Information Literacy Skills
Happy TRAILS to you!
Tool for Real-time Assessment of Information Literacy Skills
Multiple-choice online assessments
Based on the 9th grade Ohio Academic Content Standards and Information Power
Results available by Online Review and class/ students reports

53. TRAILS