3. Start With Your Goals
• What do you hope your
students will learn?
• What would you like your
students to do?
• What type of experience do you
hope your students will have?
4. SMART Goals Make Good
Learning Outcomes
Specific
Measurable
Attainable
Relevant
Timely
5. Formative vs. Summative
• Formative is done throughout the learning
process and is diagnostic in nature.
o For example: asking students to nod if they "get it"
o For example: walking around during group work and
commenting on progress
• Summative is carried out at the end of a unit to
measure learning; often tied to a grade.
o For example: final assignment
o For example: post-test/quiz
6. Objective vs. Subjective
• Objective assessment is based in criteria that
can be measured as right or wrong.
o For example: multiple choice
o For example: matching questions
• Subjective assessment is more open ended
and requires interpretation by the instructor.
o For example: open ended essays
o For example: pair/share activities during class
7. Sample Strategies
• Post-test
• Rubrics
• Pair/Share
• In class worksheets
• Concept maps
• In class presentations
• Peer review
• Learning logs
• Muddiest Point
8. Assessment vs. Evaluation
• Assessment
o expected skills are stated explicitly prior to instruction
o ability of students to demonstrate these skills or
knowledge is then measured following the instruction
session to assess effectiveness ·
• Evaluation
o involves rating the effectiveness and general
performance of services, programs, coursesor
instructors, in order to identify strengths, weaknesses,
and areas for improvement
9. Evaluating the
Teacher Librarian
• Teacher training in library education
• Why is this important?
• Tools for improving teaching
o reflection
o peer observation
o small group analysis
