Assessment is the process of identifying, gathering and interpreting information about students’ learning. The central purpose of assessment is to provide information on student achievement and progress and set the direction for ongoing teaching and learning.
Assessment provides information for those involved in the teaching and learning process to compare what is known and can be demonstrated against standards.
Assessment of learning involves working with the range of available evidence that enables staff and the wider assessment community to check on pupils’ progress and using this information in a number of ways.
Assessment as learning is about reflecting on evidence of learning. This is part of the cycle of assessment where pupils and staff set learning goals, share learning intentions and success criteria, and evaluate their learning through dialogue and self and peer assessment.
Assessment for learning focuses on the gap between where learners are in their learning, and where they need to be – the desired goal. This can be achieved through processes such as sharing criteria with learners, effective questioning and feedback.
Theoretically, the level of involvement in planning, teaching, and assessment should be no less than a partnership with other educators. However, the current practice of the instructional (including assessment) and curriculum roles in many school library media centers does not reflect the present theoretical and epistemological expectations of assessment in school librarianship articulated in professional literature and national guidelines . . .
Thinking beyond the Disjunctive Opposition of Information Literacy Assessment in Theory and Practice
A form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills -- Jon Mueller
“ . . . Engaging and worthy problems or questions of importance, in which students must use knowledge to fashion performances effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals in the field.” -- Grant Wiggins -- ( Wiggins, 1993, p. 229 ).
What Roles Can Library Media Center Staff Play in Assessment Development?
Work with classroom teachers to develop learning goals and standards
Develop resources and assessment tasks for classroom teachers
checklists of desired behaviors, rubrics that identify criteria for successful performance and describe different levels of performance, and rating scales that place levels of performance along a continuum.
From Working Smarter: Being Strategic About Assessment and Accountability by Violet H. Harada, based on Ann Davies, Making Classroom Assessment Work
Ultimately, a good rubric is a promise to the learner that the elements outlined in the rubric are the valued, and therefore gradable, elements.
When developing a rubric, I encourage my graduate students to think about the areas in which they would like the student to develop proficiencies and then articulate how they will know that the student has developed these proficiencies.
Building Rubrics into Powerful Learning Assessment Tools