Transcript Yes, Virginia, There IS Assessment in Library Media
Yes, Virginia, There IS Assessment in Library Media Instruction!
Andy Spinks
Supervisor of Library Media Education Cobb County School District
Introduction/Context
Not program assessment, Not grading
Level of assessment:
– Institutional level – Program level –
Classroom level
Curricular Focus:
– Separate/Additional assessment of information literacy –
Collaborative assessment of curriculum standards relating to information literacy
Why Assess?
Why should LMS’s participate?
Have an impact:
– Ensure that all students become information literate
Work more efficiently:
– Don’t spend time doing things that don’t lead to student learning
Demonstrate your importance:
– The data you gather provide evidence that your program
directly
contributes to student achievement.
21
st
Century Education Assessment
New Methods for a New Mission
Change in Mission for Education
OLD: Sort students into a rank order
– Good for students who are good at school – Bad for students who don’t succeed initially – Creates a destructive feedback loop: the good get better and the bad drop out
NEW: Help ALL students succeed
– Adjust & differentiate instruction so that every student meets standards
Balanced Assessment
Assessment Of learning
– Summative: takes place after the learning experience – measures student success/failure
Assessment FOR Learning (AFL)
– Formative: takes place during the learning experience – Provides feedback to student and teacher – Allows for corrective action so that all students succeed
Assessment FOR Learning (AFL)
Provides feedback that informs teachers’ instructional decisions
– Allows for instructional changes during the learning experience, rather than measuring results afterward
Provides positive motivation and encouragement to students
– Uses a “carrot,” not a “stick.” (Fear and intimidation
do not
motivate at-risk students. – Provides evidence of successes and describes pathways to continued growth (scaffolding).
Students as Instructional Decision Makers
Students are the most important audience for assessment data.
Based on assessment feedback, they decide whether to try harder or stop trying.
– Feedback that says “You failed!” causes students to stop trying.
– Feedback that says “You got this part right, and here is how to get the next part right.” motivates students to continue.
If students stop trying, we have failed. All other instructional actions are irrelevant.
Advantages of AFL
Continuous, ongoing feedback allows student and teachers to make real-time adjustments
Breaks the destructive feedback loop of the old methods
Research has clearly shown that it works .
Assessment in Library Media Instruction
Roles of the Library Media Specialist in Assessment
Common Assumptions/Understandings
Good library media instruction is
– Collaboratively planned with teachers – Co-taught (both are engaged in instruction) – Integrated with subject area curriculum – Project-based – Inquiry-based – Designed to engage higher order thinking
Co-Planning of Assessment: Goals
Collaborate with teachers in the earliest stages of assessment planning
Co-design projects that
– Employ inquiry learning – Align with curriculum standards – Incorporate information literacy elements – Engage higher-order thinking skills – Allow for differentiation
Co-develop assessment rubrics
Co-Planning of Assessment: First Steps
Identify teachers with whom you already have good collaborative relationships
Identify teachers who are open to change
Suggest small adjustments to the projects you already do with these teachers
– During initial collaborative planning for the project – At the beginning of the term, before they have started planning
Co-Planning of Assessment: Examples
Allow students to choose their own topics and allow/encourage them to make creative topic choices.
Add elements that require students to compare, contrast, evaluate, or create information.
Broaden/Narrow source requirements
Add citation requirements, even for presentations
Create a schedule of sub-goals or progress indicators within the project to guide students through the project.
Others?
Co-Assessment During Co-Teaching
Whole-group instruction
– Teacher & LMS can swap off ; one performs informal assessment & individual assistance while the other gives instruction to the group
Small Group or Individual Instruction
– LMS can provide individual feedback and scaffolded instruction to students as they complete the project (even after the class visit)
* This requires that the LMS know the standards, understand the assignment and maintain open communication with the teacher.
Co-Evaluation of Assessment Data
After the project is completed, the LMS can join the teacher in
– Examining student work samples – Reflecting on the what worked & didn’t work
Using this information, they can
– Make adjustments to the plan for “next time.” – Pro-actively improve similar projects in other classes – Promote the role of the library media program in student achievement!
Review: Why Participate in Assessment?
Improve the effectiveness of your program
Improve student achievement for all students, especially those who struggle
Gather concrete data that directly shows your program’s contribution to student achievement & support of curriculum
Thanks for being here!
Discussion
PowerPoint & selected resources online: http://www.andyspinks.com/conferences