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Assessment literacy


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getting to the formative assessment for librarians

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Assessment literacy

  1. 1. Assessment Literacy: A Librarian’s Sixth Sense Vandy Pacetti-Donelson
  2. 2. Let Go of the Myths! Assessment is not my job –it’s the teacher’s job. Assessment is done for a grade. Assessment is separate and distinct from learning.
  3. 3. According to Zmuda (2006) Without demonstrating the assessment of learning in the library, the work of library media specialists is relegated to “nice but not necessary.” “If you don’t have the data, you’re just another person with an opinion.”
  4. 4. Why! • Assessment “deepens quality of learning.” (Harada, 2006) • Assessment informs purposeful teaching. • Assessment also allows for more differentiated instruction and personalized feedback. • Demonstrating results is advocacy!
  5. 5. Assessment Literacy A deep understanding of why assess, when to assess, and how to assess in ways that positively impact student learning. Viewed through a lens of inquiry, using varying assessments to learn from and with their students in order to adjust classroom practices. From
  6. 6. Where do we start? Start small, grab opportunities and establish priorities. You are not helpless; stop building roadblocks. Develop strategically.
  7. 7. Make new friends because you are dependent on your ability to collaborate. Create a welcoming environment. Offer your help. Leave the library. Let stakeholders have a say in what you do. Ask questions. Be supportive. Offer your help. Relate to the needs of your coworkers. Attitude of participation. Team player does the dirty work. Eliminate obstacles.
  8. 8. Look at the tools for strategies Standards Curriculum & Instruction Assessments Data Driven Decisions What school/district assessment tools can be reviewed for connections to what you are doing within library instruction? Your State Standards AASL CCSS Where are the intersections that you can capitalize on? Do you partner to create instructional opportunities? Do you know what is happening in the classroom? An essential skill of librarians is to recognize when an opportunity for instruction is available, needed, and then work to collaborate with teachers to be a part of the learning and its assessment. How are you using the data? Where are your new instructional design models? From South Dakota State Library
  9. 9. 3 class periods to introduce students to banned books for a classroom unit on argumentative writing. 30 minutes to demonstrate difference between a Google search and a database search for student research assignment. How much time do you have? A Little…. A Lot.
  10. 10. Now that you have a class and a lesson, think about the assessment.
  11. 11. What type of assessment? Teacher Big Data • Interim Assessment – may be administered at specified intervals between periods of instruction, measure student learning growth, and help teachers look for patterns or trends and identify needs for additional resources. • Benchmark Assessment – used to predict performance on summative exams with the intent of adjusting instruction during the year to focus on areas of need for students. • Diagnostic Assessment – information about students prior learning, used to determine if a student would benefit from remedial or accelerated learning programs. • Summative Assessment -- “the measurement of knowledge and skills at the end of a process of learning in order to determine the amount and quality of learning” (Stripling, 2006).
  12. 12. Librarians typically provide instruction that teaches a skill that is a step in the process to learning. Examples • Using the DDS to find a book for a book report. • Determining validity of a website so that accurate information for a science project may be collected. • Guiding practice in the development of a presentation employing a new technology tool. • Research instruction on locating information on government websites for life skill applications.
  13. 13. Formative Assessment-is a step along the way of learning and informs and defines the next steps. Formative assessment is the lived, daily embodiment of a teacher’s desire to refine practice based on a keener understanding of current levels of student performance, undergirded by the teacher’s knowledge of possible paths of student development within the discipline and of pedagogies that support such development. (NCTE, 2013).
  14. 14. Types of Formative Assessment: • on the fly (happen during the lesson) • planned interaction (decided before instruction) • curriculum embedded (data gathering at significant points during the learning process)
  15. 15. On the Fly (Keep a record.) Raise your hand if you have given a formative assessment in the course of teaching.
  16. 16. Observations Start with the foundation of assessment: observation. • Field notes: descriptions of classroom interactions, avoiding judgment and interpretation. • Running records and miscue analysis. • Checklists and observation guides: gather information about pre-selected learning behaviors or interactions by marking tallies on a chart or keeping a record of examples of specific student actions. • Demonstrations Conversations General assessment information or a targeted look at specific aspects of learning. • Surveys: may show general trends , allow for focused follow-up • Interviews: challenge what you know about the student’s learning • Conferences • Progress checks Artifacts of Learning • Work samples • KWLs • Concept maps • Journals • Learning logs (blog) Student Self evaluations • Exit slips, or sentence summaries • Rubrics and Checklists • Process Reflections • Student led conferences • Peer evaluations Planned for Interaction and Curriculum Embedded
  17. 17. What do I need to know? Understand the purpose of assessment. 1 Clearly identify the learning targets. 2 Communicate Practical Information. 3 Choose an appropriate method of assessment. 4 Design a quality assessment. Sample, items, tasks, validity 5
  18. 18. References (2018). Assessment Literacy: Making Sense of K-12 Assessment for Learning. DuPre, C. (2008, February). Assessing student learning in the school library media center. ECU Librarian to Librarian Networking Summit. Harada, V. , Zmuda, A., and B. Stripling (2007). AASL Fall Forum. North Carolina School Library Media Association. Accessed from LMAConferenceSessions.htm Mallon, M. (2014, December 11). Formative assessment strategies for library instruction. EasyBib Professional Development Series. Accessed from for-library-instruction NCTE. (2013, October 13). NCTE Position Statement: Formative Assessment that Truly Informs Instruction. Accessed from South Dakota State Library. (2017). Student Assessment in the School Library Framework. Accessed from