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What Is Assessment? Why Should Library Media Specialists Be Involved? Violet H. Harada University of Hawaii AASL Fall Forum 2006.

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Presentation on theme: "What Is Assessment? Why Should Library Media Specialists Be Involved? Violet H. Harada University of Hawaii AASL Fall Forum 2006."— Presentation transcript:

1 What Is Assessment? Why Should Library Media Specialists Be Involved? Violet H. Harada University of Hawaii AASL Fall Forum 2006

2 Harada AASL Fall Forum 2006 Vis 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.

3 Harada AASL Fall Forum 2006 The BIG QUESTION With so much teaching being done... how do we know how well students are actually learning?

4 Harada AASL Fall Forum 2006 Coffee pot comments and underlying issues I have to teach the same lessons year after year because the students simply dont learn. The problem lies with students. Repetition is the most effective way to achieve successful student learning.

5 Harada AASL Fall Forum 2006 More coffee pot comments I dont have time to give quizzes and tests so I cant really assess students work. The only means of assessing student performance is through conventional paper and pencil tests.

6 Harada AASL Fall Forum 2006 More coffee pot comments Actually, assessment is not my responsibility anyway--its the teachers job. Assessment is done primarily for grading purposes. Assessment is divorced from the learning process.

7 Harada AASL Fall Forum 2006 The REALITIES Assessing student learning is every school professionals responsibility. Assessment and evaluation are not the same thing. Assessment is integral to successful learning. Assessment is central to effective teaching.

8 Harada AASL Fall Forum 2006 Essential questions What is assessment? Who should assess? Why do it? How are library media specialists doing it?

9 What is assessment?

10 Harada AASL Fall Forum 2006 More of Vis 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 students eye

11 Harada AASL Fall Forum 2006 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

12 Harada AASL Fall Forum 2006 Purposes for assessment Assessment OF LEARNING Assessment FOR LEARNING Assessment FOR ADVOCACY

13 Harada AASL Fall Forum 2006 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

14 Harada AASL Fall Forum 2006 Assessment FOR learning Formative, ongoing, reflective Involves student and instructor as partners in assessment Involves pre-assessment to diagnose what students already know or dont know

15 Harada AASL Fall Forum 2006 Assessment FOR learning Focuses on students 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

16 Harada AASL Fall Forum 2006 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

17 Who should assess? Why do it?

18 Harada AASL Fall Forum 2006 Assessment as a reflective community experience Students Classroom teachers Library media specialists Other teaching partners

19 Harada AASL Fall Forum 2006 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

20 Harada AASL Fall Forum 2006 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.

21 Harada AASL Fall Forum 2006 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

22 How are library media specialists doing it?

23 Scenario 1: Pacific Elementary

24 Harada AASL Fall Forum 2006 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 .

25 Harada AASL Fall Forum 2006 Students 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. Ws class

26 Harada AASL Fall Forum 2006 The setting They publicize the results by – Designing informational posters for the campus – Creating a short video message aired over closed circuit television

27 Harada AASL Fall Forum 2006 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).

28 Harada AASL Fall Forum 2006 Chart 1: What we know about inquiring (pre) Have a question Find the information

29 Harada AASL Fall Forum 2006 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 Dont make up the information!

30 Scenario 2: Island Middle School

31 Harada AASL Fall Forum 2006 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 schools Curriculum Fair. – Audience: Peers and parents.

32 Harada AASL Fall Forum 2006 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.

33 Harada AASL Fall Forum 2006 Assessing for learning 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.

34 Harada AASL Fall Forum 2006 Glorias 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.

35 Harada AASL Fall Forum 2006 Glorias 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 Glorias e-log]

36 Scenario 3: Paradise High School

37 Harada AASL Fall Forum 2006 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.

38 Harada AASL Fall Forum 2006 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.

39 Harada AASL Fall Forum 2006 Assessing for learning 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.

40 Harada AASL Fall Forum 2006 Levels of proficiency Level 4I can accurately evaluate the web site on all 3 of the criteria. Level 3I can accurately evaluate the web site on 2 of 3 criteria. Specify the 2 criteria. Level 2I can accurately evaluate the web site on 1 of the 3 criteria. Specific the criterion. Level 1I have problems evaluating the web site on all of the criteria.

41 Harada AASL Fall Forum 2006 Compiled class results

42 Assessment for advocacy: building evidence folders

43 Harada AASL Fall Forum 2006 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

44 Harada AASL Fall Forum 2006 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

45 Harada AASL Fall Forum 2006 Strategic approach to assessment Identify schools student learning priorities. Select specific lessons and projects that link to the schools learning priorities. Establish criteria to assess student achievement of the learning targets.

46 Harada AASL Fall Forum 2006 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.

47 Harada AASL Fall Forum 2006 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.

48 Harada AASL Fall Forum 2006 Outcome based approach to instruction Create an assessment tool to measure quality of student performance. Develop activities that facilitate achievement of the learning goal.

49 Harada AASL Fall Forum 2006 Possible contents of evidence folder Link librarys mission with schools mission statement. Connect with schools learning priorities. Select samples of instruction that most closely align with schools priorities.

50 Harada AASL Fall Forum 2006 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.

51 Harada AASL Fall Forum 2006 Advice from librarians Start small. Be selective. Assume a school perspective. Keep it do-able. One size does not fit all!

52 Harada AASL Fall Forum 2006 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?

53 Harada AASL Fall Forum 2006 Reflecting.... What do I already know about assessment? What connections am I making? What might be my next steps?

54 Harada AASL Fall Forum 2006 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?

55 Aloha and mahalo (thank you)! Violet H. Harada


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