 “I have to teach the same information skills each year because students do not learn them.”  “I don’t have time to give tests so I do not assess student learning.”  “My job is getting kids excited about reading not assessing learning.”

 The partner and teacher roles for school librarian not fully accepted  School librarians reluctant to assume these roles  Professional development is essential

 Tool to help students learn  Infused throughout learning process  Integral to effective teaching and learning

 Effective school library programs impact student achievement  Assessment works best when it is a shared responsibility  Focus must be on student learning

Past FocusFuture Focus Taught location and retrieval of library resources Teach evaluation, synthesis, and interpretation of information Emphasized productEmphasize process as well as product Measured effectiveness through quantity data (collection size, circulation, etc.) Measure effectiveness through how well students meet learning objectives Viewed assessment as evaluating products, giving final grades View assessment as an ongoing examination of learning Believed assessment sole responsibility of the teacher Believe assessment is a shared responsibility (librarian, teacher and student)

Learning at center stage for school librarian. Students involved in assessing their learning. Provides benchmarks and examples for standards at different grade levels

V. Assessment in Teaching and Learning Guideline: The school library media program is guided by regular assessment of student learning to ensure the program is meeting its goals. Actions: School librarian - Uses formative assessments - Uses summative assessments - Uses performance-based assessments - Creates rubrics - Documents student progress - Solicits student input for assessment……..

In-depth Level Designs assessment alternatives and strategies Conducts staff development Moderate Level Collaborates with teacher for instruction and assessment planning Initial Level Provides information on assessment

 Authentic learning › Higher levels of thinking and problem solving › Students construct knowledge › Inquiry process  Information literacy › Refine skills in information seeking and use  Relationship to Content Standards › Demonstrate how information skills reinforce classroom content

 AASL Common Core CrosswalkAASL Common Core Crosswalk Matches Common Core with Standards for the 21 st Century Learner  Alabama Insight Tool Alabama Insight Tool Gives expected student evidences for each standard

 Begin with teacher’s lesson plan  Identify information literacy objectives related to standard(s)  Determine criteria for assessment of learning task  Design tool or method to measure student learning  Develop learning task(s) for student learning

 Checklists  Rubrics  Conferences  Logs  Exit slips  Graphic organizers  Portfolio

 Think: Read scenario & select an assessment tool for the information literacy process  Pair: Discuss with your partner  Share: Your ideas with the group Checklist, Rubric, Log, Conference, Exit Slip, Graphic Organizers, Portfolio

 Checklist › Useful tools for observing students as they work › Good checklists  Identify behaviors related to standards/goals  Focus on critical aspects of task  Provide evidence linking student achievement to learning objectives  Can be used by both students and teachers

 Rubrics › Used to assess complex tasks such as written assignments, projects, research assignments, etc. › Good rubrics have  List of criteria for successful performance  Description of varying levels of performance

 Conferences › Conversation between teachers and students to gather information related to learning › May be formal or informal › Good tool for developing and assessing information literacy

 Logs › Valuable for self-assessment and reflection (e.g., search logs) › Use for assessing literature appreciation, independent learning, and social responsibility › Use to assess feelings and metacognitive skills

 Exit Slips › Question/prompt to focus attention › Notes from students about their performance › Use to help students to learn to talk about what they are learning as a step to lifelong learning  Exit Slips used at end of a lesson/research session for formative assessment

 Graphic organizers › Visual representations of thinking › Helps students see connections and patterns › Helps students outline ideas › Use for compare/contrast or cause/effect › Types of graphic organizers  Concept map  Web  K-W -How will I find out -L chart  Matrix

 Students choose work samples that show growth in learning and understanding  Good for assessing dispositions, responsibilities, and self reflection over a period of time  “Process Folio” tracks the phases of learning process leading up to final product

Learners TeachersStakeholders Steps to sharing evidence

 Compare test scores and library data to show student learning Learners- High /low student group performance to library participation Teachers- Collaboration lessons to class performance Keep baseline data and increase collaboration next year to compare Stakeholders- Library programs and services to overall student performance

Assessment wiki: Books: Champlin, Loertscher, & Miller. (2008). Sharing the evidence. Hi Willow Research & Publishing. Harada & Yoshina. (2010). Assessing for learning. Libraries Unlimited. Thomas, Crow, & Franklin. (2011). Information literacy and information skills instruction. Libraries Unlimited.