Assessment for Learning


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  • TRAILS was developed in response to a perceived need to provide an easy way to get a snapshot of high school students’ understanding of basic information literacy concepts. Work began in 2004 with an extensive review of the information literacy components in the Ohio Academic Content Standards (ACS) and their alignment with Information Power.  Objectives were written, followed by the development of assessment items based on those objectives. In 2005, these draft items were field-tested by volunteer library media specialists working with 9th grade students.  TRAILS was made available for use by library media specialists and teachers in the spring of 2006. Refinements were made during the summer of 2006, and the revised version is available beginning in the fall of 2006. 
  • Assessment for Learning

    1. 1. Assessment for Learning Karen Appleton Instructional Media/Technology Consultant Prairie Lakes AEA
    2. 2. What is “assessment”? <ul><li>Assessment is a process…of collecting, analyzing and reporting data…that informs us about progress and problems a learner encounters in a learning experience </li></ul><ul><li>From the Latin, assidere…to sit with </li></ul><ul><li>Implies talking with, working alongside learners </li></ul><ul><li>Assessment is NOT the same as evaluation </li></ul>
    3. 3. Assessment and the School Library Program <ul><li>Why should the Teacher Librarian assess? </li></ul><ul><li>“ But there is no place for my grades on the report card!!” </li></ul><ul><li>Who is it about?! </li></ul>The Principal Series: Principal as Instructional Leader . ASCD. 1999
    4. 4. Summarize Fall Forum 2006 <ul><li>Violet Harada, University of Hawaii </li></ul><ul><ul><li>“ What is assessment? Why should library media specialists be involved?” </li></ul></ul><ul><li>Barbara Stripling, New York City Schools </li></ul><ul><ul><li>“ Assessment of Information Fluency” </li></ul></ul><ul><li>Marjorie Pappas, Rutgers University </li></ul><ul><ul><li>“ Tools of Assessment” </li></ul></ul><ul><li>Allison Zmuda </li></ul><ul><ul><li>“… Where does your authority come from…” </li></ul></ul>
    5. 5. Summarize Fall Forum 2008 <ul><li>Goals: </li></ul><ul><ul><li>Compare and contrast various components of authentic assessment to examine student learning </li></ul></ul><ul><ul><li>Identify authentic assessment most appropriate for gathering Information Literacy Skill data from student learners </li></ul></ul><ul><ul><li>Apply authentic assessment interpretation to curriculum development and collaboration for enhanced student learning </li></ul></ul>
    6. 6. Summarize Fall Forum 2008 <ul><li>Develop rigorous and relevant curricula on various grade levels using field-tested assessment models designed to elevate the student learning process </li></ul><ul><li>Integrate authentic assessment into lesson plans, using them as a diagnostic aide to enhance the student learning process* </li></ul>
    7. 7. What shall we assess? <ul><li>Margaret Heritage and learning progessions </li></ul><ul><li>What are the essential elements, skills and concepts? </li></ul><ul><li>How do we recognize levels of understanding and synthesis?** </li></ul>
    8. 8. Types of Assessment <ul><li>Cornerstone </li></ul><ul><li>Summative </li></ul><ul><li>Formative </li></ul><ul><li>Metacognitive </li></ul>Zmuda and Harada. Librarians as Learning Specialists. (2008)
    9. 9. Formative Assessment <ul><li>On-going, reflective </li></ul><ul><li>Teacher and student as partners </li></ul><ul><li>Involves diagnosis of what students already know/don’t know </li></ul><ul><li>Teachers adjust as much or more than students </li></ul><ul><li>Focus on student’s evolving performance </li></ul>
    10. 10. Firsts Steps to Formative Assessment <ul><li>Identify the broad standard </li></ul><ul><li>Articulate a more specific performance indicator </li></ul><ul><li>Describe a learning task based on the performance indicator </li></ul><ul><li>Determine criteria that will be used to assess how well students perform the learning task </li></ul><ul><li>Design the tool or method to measure proficiency </li></ul>Zmuda and Harada. Librarians as Learning Specialists. (2008)
    11. 11. Examples of Formative Assessments <ul><li>Checklists </li></ul><ul><li>Rubrics </li></ul><ul><li>Rating Scales </li></ul><ul><li>Conferences </li></ul><ul><li>Logs </li></ul><ul><li>Personal Correspondence </li></ul><ul><li>Graphic Organizers </li></ul><ul><ul><li>Concept maps </li></ul></ul><ul><ul><li>Webs </li></ul></ul><ul><ul><li>K-W-L </li></ul></ul><ul><ul><li>Matrices </li></ul></ul>Zmuda and Harada. Librarians as Learning Specialists. (2008)
    12. 14. Online Assessment <ul><li>TRAILS: Tool for Realtime Assessment of Information Literacy Skills     </li></ul>
    13. 15. Karen Appleton [email_address]