Assessing Learning: LIS and Teacher as Partners

1. Assessing Learning:LIS and Teacher as Partners Judy Bivens Coordinator, MLIS Program Trevecca Nazarene University jbivens@trevecca.edu

2. What is Assessment? • Process of “collecting, analyzing, and reporting data” Harada &Yoshina (2005) • It is formative information about what the student is learning and how learning takes place • Students compare against established criteria before they begin working • Can be formative—pretest or summative--posttest Trevecca Nazarene University

3. Assessment vs Evaluation • Assessment is an ongoing activity. • Evaluation is a summative activity that occurs after the project is finished.

4. Constructivist Theory • Learning is an interactive, dynamic relationship among • Curriculum • Instruction • Evaluation • Sudents are central partners in assessment

5. LIS Research data • Lesley Farmer, 2003, triangulated data • Keith Curry Lance, 2003, and beyond—impact of library media and student achievement • ALA School Library Media Research • Library Research Service (Colorado) • School Library Impact Studies

6. What is LIS role in assessment? • Information Power—AASL standards • Information Power: Building Partnerships for Learning • LIS collects data on information literacy lessons • Focus on students not collection

7. Resources vs Student Focus • Location vs Evaluation of resources • Product vs Process • Quantative data vs Learning objectives • Evaluation (grades)vs Assessment of learning • Teacher’s role vs Collaboration

8. LIS focus on student learning • Both LIS and teacher have a “map” for planning • Positive change happens • LIS involved in curriculum planning • LIS has “hard evidence” with data for case for value of library program

9. Essential questions for LIS • What difference does library program makes on student learning? • What does learning look like? • What does student know? • How do I assess learning? • How do I organize and communicate data?

10. What to assess? Stripling, 1999 • Students construct own knowledge in authentic learning • Inquiry process model • Students engage in real world problems and issues • Students learn skills needed in a democratic society

11. AASL Standards for LIS • Four main areas- • 1. Use of Information and Ideas • 2.0 Teaching and Learning • 3.0 Collaboration and Leadership • 4.0 Program Administration

12. How do we assess for learning? • Checklists, rubrics, rating scales • Conferences, logs, personal communication • Graphic organizers

13. Checklists, rubrics, rating scales • Checklists • Rubrics—webquests, student webquest k-6, student webquest 7-12, participation, projects • Rating scales

14. Logs, Personal Communication • Log • Checklist • Conference

15. Graphic Organizers • Web search • Venn diagram • KWL • Wheel diagram

16. Portfolios and ePortfolios • Eportfolio Livetext • Rubric • Rubrics for projects-web pages

17. Resources • Harada & Yoshina (2005) Assessing Learning: Librarians and Teachers as Partners, LU • “Assessing Learning,” (March, 2006) School Library Media Monthly • Kate Todd http://www.edukatetodd.com/cooperation/ • Kulthau, et al (2007) Guided Inquiry LU

18. Communicating Evidence • Graphs • Charts • Summary Reports • Annual Reports • Faculty Meeting Minutes • Newsletters to Parents, Community • Web Pages