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Assessing Learning with LIS & Teacher Partners

Understand the process of assessment versus evaluation, the role of LIS in assessment, essential questions, AASL standards, methods of assessment, resources, and communicating evidence. Collaborate effectively to enhance student learning.

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Assessing Learning with LIS & Teacher Partners

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  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

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