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Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
Authentic Assessment For School Libraries
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Authentic Assessment For School Libraries

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This presentation provides a report from the AASL Fall Forum conference on assessment and school libraries.

This presentation provides a report from the AASL Fall Forum conference on assessment and school libraries.

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  • 1. Lori Franklin  Laura Soash  April 2009
  • 2. AASL Fall Forum <ul><li>Assessment, Part II: Constructing and Interpreting Viable Tools for Effective Student Learning in the Library Media Center </li></ul><ul><li>October, 2008 </li></ul><ul><li>Oak Brook, Illinois </li></ul><ul><li>Short, focused conference held every other year </li></ul><ul><li>You can apply for an attendance grant through KASL </li></ul>
  • 3. Three-pronged Approach <ul><li>Constructing effective programs as a teaching partner in assessment – Celeste Nalwasky, Ph.D. </li></ul><ul><li>Interpreting statistical evidence of student learning – Judith Dzikowski </li></ul><ul><li>Using standardized assessment to guide instruction and leverage collaboration – Barbara Schloman, Ph.D. and Julie A. Gedeon, Ph.D. </li></ul><ul><li>Each presenter provided a general session introduction </li></ul><ul><li>Breakout sessions focused on the above topics in more depth </li></ul>
  • 4. Dr. Celeste Nalwasky <ul><li>Described Peters Township Middle School Library Media Center as a framework for showcasing what media programs should strive to create. </li></ul><ul><li>7 th -8 th grade school </li></ul><ul><li>We must build programs to support learning. </li></ul><ul><li>Library program is fully integrated with whole-school curriculum. </li></ul>
  • 5. Features <ul><li>No-hassle circulation policy (no due dates/overdues). </li></ul><ul><li>Teacher desire to work with someone they perceive to be highly skilled and effective as a teacher. </li></ul><ul><li>Recommends: Harry K. Wong’s The First Days of School as a “must” for the entire school faculty. </li></ul><ul><li>Another influential educator/researcher: Robert Marzano: Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. </li></ul><ul><li>A Planning Guide for Information Power; Building Partnerships for Learning (AASL) </li></ul>
  • 6. How Good is Good? <ul><li>Pennsylvania School Library Association </li></ul><ul><li>Examining competencies for teacher-librarians. </li></ul><ul><li>Take a look at their brochure: http://www.statelibrary.state.pa.us/libraries/lib/libraries/BLD2618_PDE_Key_Players_Booklet_COLOR.pdf </li></ul>
  • 7. Works of Charlotte Danielson <ul><li>Need for high-quality, complex teaching practices. </li></ul><ul><li>Specialist frameworks. </li></ul><ul><li>Teacher mentoring and evaluation. </li></ul><ul><li>Professional growth plans. </li></ul>
  • 8. Using Data <ul><li>“ Teachers’ assessment of individual students’ readiness , interests , and ways of learning , as well as understanding their thoughts and feelings , which are driving the decisions made about instruction.” – Hollis, 2005. </li></ul><ul><li>“ Every student an IEP in the future.” </li></ul>
  • 9. Kuhlthau: Inquiry Learning <ul><li>“ An approach to learning whereby students find and use a variety of sources of information and ideas to increase their understanding of a problem, topic, or issue.” – Kuhlthau, 2007 </li></ul><ul><li>Inquiry learning means: motivator, a goal/objective and assessment. </li></ul><ul><li>Guided Inquiry: Learning in the 21 st Century </li></ul>
  • 10. Judith Dzikowski <ul><li>Focus on human growth and development knowledge. </li></ul><ul><li>We need to engage learners at all levels – our goal is to improve and increase instructional access. </li></ul><ul><li>This looks like: </li></ul><ul><li> - knowledge of learners </li></ul><ul><li>- knowledge of teaching and learning </li></ul><ul><li>- knowledge of information literacy </li></ul>
  • 11. Inquisitiveness <ul><li>Children are inquisitive by nature. </li></ul><ul><li>We need to seek out diverse perspectives. </li></ul><ul><li>Asking good test ?s = rise in test scores. </li></ul>
  • 12. Ties <ul><li>We should tie our collection to assessment data. </li></ul><ul><li>Determine how to balance love of reading with lifelong learning. </li></ul><ul><li>How can we help students to develop: </li></ul><ul><li> - critical thinking skills </li></ul><ul><li>- problem-solving skills </li></ul><ul><li>- communication skills </li></ul>
  • 13. P.A.L.S. <ul><li>Partners in Achievement: Libraries and Students (PALS) Improving Student Achievement through Data Use for Library Media Specialists </li></ul><ul><li>Award winning program </li></ul><ul><li>3-year cycle </li></ul><ul><li>Examines: </li></ul><ul><li> - student learning needs </li></ul><ul><li>- library program </li></ul><ul><li>- collection </li></ul>All linked to student achievement Also examined: Student Assessments + Data Analysis
  • 14. Rationale <ul><li>Studies show that the LMS has a positive impact on student performance. </li></ul><ul><li>There is a missing element: the direct connection between information skills instruction and reading advocacy taught by the LMS and measured performances by students on standardized tests. </li></ul>
  • 15. Action Plan: <ul><li>Perform gap analysis for student performance </li></ul><ul><li>Look at trend analysis of previous years’ data </li></ul><ul><li>Collection development plan </li></ul><ul><li>Collaborative instruction plan </li></ul><ul><li>End goal: Strategic Growth </li></ul>
  • 16. Impact <ul><li>Decided to redesign projects based on gap analysis (student learning needs) </li></ul><ul><li>Enhanced collections to support new projects/strategies </li></ul><ul><li>Decided to use more mini-projects for info. Lit. skills </li></ul><ul><li>True collaboration and team teaching </li></ul><ul><li>Piloted flex scheduling at elementary schools </li></ul>
  • 17. Results <ul><li>Increased teacher and librarian collaboration </li></ul><ul><li>Prioritized district curriculum mapping </li></ul><ul><li>Scheduling options piloted </li></ul><ul><li>Collection development targeted </li></ul><ul><li>LMS seen as “Key Players” in data analysis/use </li></ul>
  • 18. LMS Participants say: <ul><li>Data helps LMS determine how to collaborate with teachers. </li></ul><ul><li>Examines students’ genuine needs – not formulaic </li></ul><ul><li>Weeding </li></ul><ul><li>Budget increases for updating collections </li></ul><ul><li>Professional and personal growth </li></ul>
  • 19. Teacher participants say: <ul><li>LMS essential to literacy development. </li></ul><ul><li>Collaboration provides for more interesting/varied lessons taught to students. </li></ul><ul><li>Students are now eager to search for new information. </li></ul><ul><li>Students better at finding main idea/details in text; writing quality; working in collaborative groups. </li></ul>
  • 20. Student participants say: <ul><li>Students see LMS as integrated part of the instructional process. </li></ul><ul><li>Students are having more fun in the library, working on projects! </li></ul><ul><li>In-depth learning has increased on subjects they researched. </li></ul>
  • 21. Dr. Barbara F. Schloman & Dr. Julie Gedeon <ul><li>Tool for Real Time Assessment for Information Literacy Skills – T.R.A.I.L.S </li></ul><ul><li>http://www.trails-9.org/ </li></ul><ul><li>Looks at education as a continuum from age K-20. </li></ul><ul><li>Tool to measure information literacy competencies. </li></ul><ul><li>Free! </li></ul>
  • 22. Information <ul><li>Developers saw a need for assessment tools, based on interactions with academic and school librarians. </li></ul><ul><li>Used the Ohio Academic Content Standards and AASL’s Information Power. </li></ul><ul><li>Determined information literacy categories: </li></ul><ul><li> - Develop topic </li></ul><ul><li>- Identify potential sources </li></ul><ul><li>- Develop, use and revise search strategies </li></ul><ul><li>- Evaluate sources and information </li></ul><ul><li>- Recognize how to use information responsibly, ethically, and legally. </li></ul>
  • 23. Assessment items <ul><li>Priority competencies determined </li></ul><ul><li>Objectives developed </li></ul><ul><li>Items written </li></ul><ul><li>Items field-tested by LMS and then revised </li></ul><ul><li> - Are items understandable as written? </li></ul><ul><li>- Are they measuring what was intended? </li></ul>
  • 24. TRAILS assessments <ul><li>TRAILS 9 </li></ul><ul><li> - Two 30-item general assessments covering all five of the information literacy categories. </li></ul><ul><li>- Two sets of 10-item assessments for each of the five categories. </li></ul><ul><li>TRAILS 6 - Two 25-item general assessments covering all five of the information literacy categories. </li></ul><ul><li>TRAILS 3 - Being developed. </li></ul>
  • 25. T.R.A.I.L.S. provides: <ul><li>Measure of overall performance. </li></ul><ul><li>Diagnostic. </li></ul><ul><li>Distribution of correct/incorrect answers. </li></ul><ul><li>Randomly assigned codes – protects student identities outside of school. </li></ul>
  • 26. Examples <ul><li>6th grade </li></ul><ul><li>Your class is holding a health fair for your entire school. You have been assigned the topic of West Nile Virus. You have located a variety of useful sources on the topic. Which of the following resources could you make copies of and distribute to the entire school without violating copyright?   CHOOSE ONE ANSWER. A . a government publication made available for educational use B. a magazine article that you located in your school library C. a section of a textbook used in your science class </li></ul>
  • 27. Examples <ul><li>9th grade </li></ul><ul><li>What is the best definition of intellectual freedom ?   CHOOSE ONE ANSWER. A. the right of every individual to both seek and receive information from all points of view without restriction B. the prevention of cheating by students the encouragement of open and public sharing of ideas C. the limiting of access to ideas and information that some people find objectionable or dangerous D. the support of the Bill of Rights </li></ul>
  • 28. Personal experiences <ul><li>I worked with one teacher to initially explore T.R.A.I.L.S. </li></ul><ul><li>We looked at two classes - Low-achieving students in a resource class - Medium-achieving students in an AVID program designed to move them up into the next level </li></ul><ul><li>Bringing one teacher onboard seemed like a quick way to begin investigating T.R.A.I.L.S. assessments </li></ul><ul><li>Other teachers observing decided to use T.R.A.I.L.S. as a pre- and post-assessment for all AVID students </li></ul>
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  • 33. Neighboring high school… <ul><li>Kate Thompson, Olathe Northwest High School </li></ul><ul><li>Uses with all student to ascertain beginning skills upon entering high school </li></ul><ul><li>Health classes - orientation </li></ul><ul><li>Language Arts classes </li></ul><ul><li>Baseline information helps to determine instruction </li></ul><ul><li>Will be having seniors take it this semester as a post-test to compare growth </li></ul><ul><li>Modified assessment to reflect local standards/library </li></ul>
  • 34. Comments… <ul><li>Initially, I used TRAILS with sophomores and seniors, as a pre and post assessment. I used the Ninth Grade - Identify Potential Sources 1 Assessment for these two groups. My hope is that I'd see an improvement from 10th to 12th grade. </li></ul><ul><li>I began by using the TRAILS web site to set up my classes and collect data but now that we have a Clicker set, I've used the TRAILS questions, and added a few of my own, and created the assessment as a whole group activity. The clickers software generates a sheet with the questions the answer choices the students' answers and a bar graph (see attached). I was creating a bar graph with Excel (inputting data, etc.) when I was using the TRAILS site, the CPS software is much quicker. Students can also see the results immediately with the CPS, which allows me the segue I need to speak to certain skills. </li></ul>
  • 35. More Comments… <ul><li>I like most of the questions, they follow the AASL information literacy standards. Some of them, though, are specific to Ohio but now that I use the clickers I just omit these questions. </li></ul><ul><li>The cons are the state specific questions. </li></ul>
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  • 38. References <ul><li>Hard copy </li></ul><ul><li>Linked PDF posted online </li></ul><ul><li>Slide Share http://www.slideshare.net/lfranklinoe </li></ul><ul><li>Olathe East Library Media Center presentations </li></ul><ul><li>http://teachers.olatheschools.com/oelibrary/presentations.html </li></ul>

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