This document discusses evaluating school library media programs. It provides definitions of evaluation, purposes of evaluation such as improving services and demonstrating value, and types of data that can be collected including quantitative and qualitative data. The document also presents an evaluation model including defining questions, collecting and analyzing data, formulating recommendations, and developing an action plan. Methods of evaluation discussed include questionnaires, observation, and focus groups. Challenges of evaluation in a school context and potential solutions are also outlined.
Presenter(s): Emily Thornton, Cristina Trotter, Michael Holt, Louise Lowe.
“What is being assessed in libraries today? What tools and methods are being used? What should be assessed but is not? Why?” A national survey in Spring 2016 explored these pressing questions while investigating the current practice of assessment in libraries today. In this presentation, the researchers discuss the survey results and implications of the data.
Presenter(s): Emily Thornton, Cristina Trotter, Michael Holt, Louise Lowe.
“What is being assessed in libraries today? What tools and methods are being used? What should be assessed but is not? Why?” A national survey in Spring 2016 explored these pressing questions while investigating the current practice of assessment in libraries today. In this presentation, the researchers discuss the survey results and implications of the data.
Reviewing the Research and PEAC Recommendations around Principal EvaluationRichard Voltz
Presentation made by Benjamin Fenton, Chief Strategy and Knowledge Officer and Co-Founder of New Leaders for New Schools at the IASA sponsored workshop on November 18, 2011 at the Triple I Conference.
It explains about the material evaluation, learning/study materials, objectives of evaluation, need or requirement of evaluation, steps involved in it, results, formative and summative evaluation, benefits of evaluating the learning material.
Using Data to Drive Personalized Math Learning NeedsDreamBox Learning
Technologies to support data-driven decision-making hold great promise for increasing the effectiveness of teaching and learning activities, accelerating student achievement, and improving organizational performance. To access what students are learning and how they are progressing, educators can now use a continuous improvement framework for data-driven decision-making to organize people and processes to reach education objectives.
Join us for this webinar and discuss topics including:
• Building a sustainable data analysis framework
• Common challenges involved in establishing data-driven practices
• Incorporating blended learning environments to meet school goals
Improve Math Learning Outcomes by Building a Data-Driven CultureDreamBox Learning
Hear how former Superintendent, Dr. Gregory Firn, incorporated technology to build a data-driven culture that improved math learning outcomes. Creating a data-driven environment involves a shift from summative to formative assessment to inform instruction. Integrating professional development is a key component to building a sustainable data-driven culture that supports and empowers educators in a meaningful way.
Join in a discussion of topics that include:
- Identifying powerful, actionable data
- How do you access
- Integrating Professional Development to build sustainability
Reviewing the Research and PEAC Recommendations around Principal EvaluationRichard Voltz
Presentation made by Benjamin Fenton, Chief Strategy and Knowledge Officer and Co-Founder of New Leaders for New Schools at the IASA sponsored workshop on November 18, 2011 at the Triple I Conference.
It explains about the material evaluation, learning/study materials, objectives of evaluation, need or requirement of evaluation, steps involved in it, results, formative and summative evaluation, benefits of evaluating the learning material.
Using Data to Drive Personalized Math Learning NeedsDreamBox Learning
Technologies to support data-driven decision-making hold great promise for increasing the effectiveness of teaching and learning activities, accelerating student achievement, and improving organizational performance. To access what students are learning and how they are progressing, educators can now use a continuous improvement framework for data-driven decision-making to organize people and processes to reach education objectives.
Join us for this webinar and discuss topics including:
• Building a sustainable data analysis framework
• Common challenges involved in establishing data-driven practices
• Incorporating blended learning environments to meet school goals
Improve Math Learning Outcomes by Building a Data-Driven CultureDreamBox Learning
Hear how former Superintendent, Dr. Gregory Firn, incorporated technology to build a data-driven culture that improved math learning outcomes. Creating a data-driven environment involves a shift from summative to formative assessment to inform instruction. Integrating professional development is a key component to building a sustainable data-driven culture that supports and empowers educators in a meaningful way.
Join in a discussion of topics that include:
- Identifying powerful, actionable data
- How do you access
- Integrating Professional Development to build sustainability
Introduction to Designing Assessment Plans Workshop 1Lisa M. Snyder
At the completion of this workshop, participants will be able to:
Identify the components of an assessment plan and explain to colleagues the purpose and process of assessment
Write observable, measurable learning outcomes for their program
Draft a curriculum map that identifies specific courses where program learning outcomes are addressed
Develop a plan, including a timeline, to gather, analyze, and interpret assessment data
Lecture presented by Christine M. Abrigo at PAARL Seminar- workshop with the theme "Managing Today’s Learning Commons: Re-Skilling Seminar for Information Professionals" held on September 20-22, 2016 at the Crown Legacy Hotel, Kisad Road, Baguio City.
Looks at School Library Month and other related celebrations (Naional Library Month and Library Workers Day) and discusses advocacy and advocacy plans.
Looks at different inquiry process models, including Kuhlthau's Information Search Process and Guided Inquiry derived from it, Big 6 Skills, plus a number of others.
What are School Libraries and School Librarians?Johan Koren
Looks at definitions and roles of the school library and the school librarian and follows the development of standards and guidelines for school libraries from 1845-2009. Considers also the radical new definition set out by R. David Lankes.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
1. LIB 620 Library ManagementFall 2009 Evaluate! Evaluating School Media Services
2. Based in part on: Preemptive Action: The busy librarian’s guide to program evaluation A workshop developed by thePennsylvania School Librarians Association Professional Development Committee(No longer available online) indicates the slide was originally from the above presentation
4. What is evaluation?[1] As defined by the American Evaluation Association: evaluation involves assessing the strengths and weaknesses of programs, policies, personnel, products, and organizations to improve their effectiveness. Evaluation is the systematic collection and analysis of data needed to make decisions Evaluation Definition: What is Evaluation?
5. What about school library media center evaluation? Evaluation of school library media centers: When you examine something or someone, you examine the subject and make a judgment about the quality, significance, or condition of whatever is to be evaluated. Emanuel T. Prostano and Joyce S. Prostano, The School Library Media Center5th ed. (Englewood, CO: Libraries Unlimited, 1999), 44.
6. Purposes of evaluation To find out what is right To find out what is wrong Summary of definition in Blanche Woolls, The School Library Media Manager 2nd ed. (Westport, CT: Libraries Unlimited, 1999).
7. What can you evaluate? Everything! Collection Personnel Library Layout Programs Curriculum collaboration Reference service/collection: Interview skills Quality of the answers provided Satisfaction of your patrons Students or teachers—or other school staff
8. What should you evaluate? That depends . . . On your priorities On your economic needs and situation On the policies and procedures established by your school, school district and/or state On how much time you have left over from your other duties to devote to planning and executing an evaluation project
9. Why evaluate? Because you have to Continuous assessment of services can be an ongoing requirement for accreditation/funding, etc. Because you want to You want to find out how well you’re doing You want to find out how well others think you’re doing You want to find ways to improve your service
10. Why Evaluate? Schools are being evaluated by student academic achievement in reading, writing and math. Recent studies show student achievement correlates positively with effective school library programs.
11. Why Evaluate? Studies show the positive correlation with student achievement occurs when there is an effective school library program [and]: School librarians are full time and Librarians collaborate with teachers on instructional planning.
12. Why Evaluate? Studies also show an effective school library program includes the following attributes: Quality collections; Increased hours of access beyond school day; Professional development for teachers and librarians; Student access to technology; and Collaboration with other types of libraries.
13. Why Evaluate? Because. . . To improve, the librarian must have baseline data about the program. To be relevant, the librarian must know if the library services and resources are aligned with the school’s goals for student achievement. To build a case for better support, the librarian needs data that demonstrates the value of the program.
22. Types of Data Quantitative Qualitative Students’ success rate in locating appropriate resources in OPAC searches Number of OPAC searches Size of collection Collection supports the curriculum Number of lessons planned with teachers Comprehensive and collaborative planning is in place
24. Standards require interpretation Qualitative: more difficult Program Evaluation Rubric, “Beyond Proficiency,” pp. 20-26. Standard 2: “The Library Media Program promotes and supports student learning and achievement through its policies, programs and collection.” Distinguished: “Students are empowered to use the media center to access information and reading for pleasure.”
25. Interpretation means operationalization Operationalize: To define a concept in a way that can be measured. In evaluation research, to translate program inputs, outputs, objectives, and goals into specific measurable variables. Program Evaluation Glossary http://www.epa.gov/evaluate/glossary/o-esd.htm
26. Interpretation means creating goals and objectives The purpose and study goals should determine the types of methods and measures you use to conduct the evaluation Objectives will define your standard of excellence--the minimum level of appropriate service for your particular clientele Jo Bell Whitlach, Evaluating Reference Services
27. Methods of Evaluation Obtrusive People are aware of the evaluation Self-evaluation Surveys Observation Unobtrusive People are unaware of the evaluation Unobtrusive measures of physical facilities Use of proxies—“mystery patrons”
28. Obtrusive reference evaluations in a school library context Questionnaires or interviews of students or teachers Numbers gathering: Reference question counts Numbers/types of reference books used Circulation statistics Observation By external observer Self-observation: Journal
29. For example. . . Research finding: Students whose school librarian plays an instructional role tend to achieve higher than average test scores. This is also dependent on collaboration between school librarians and teachers and the inclusion of the library materials in the curriculum.
30. Evaluation Model Define the question. Collect data--determine needed data and method of collection. Analyze the data. Formulate recommendations. Develop an action plan.
31. Evaluation Model Step 1. Define the Question The Question Research Finding Students whose school librarian plays an instructional role tend to achieve higher than average scores. What data are needed to determine whether or not the school librarian plays an instructional role in the school?
32. Look at the rubric Beyond Proficiency: 3. The Library Media program supports collaborative planning with the staff for the enhancement of instruction and support of student achievement. Distinguished: The LMS teams with teachers in the formal planning of student-centered authentic learning and project-based teaching and is a teaching partner.
33. According toInformation Power-- Instructional role is determined by: Collaboration between school librarians and teachers that results in the inclusion of library materials in the curriculum.
34. According toInformation Power-- Instructional role is defined by: Information literacy standards Collaborative planning Effective teaching Differentiated learning options Inquiry Assessment Student Engagement
35. According to Empowering Learners Guideline 1: The school library media program promotes collaboration among members of the learning community and encourages learners to be independent, lifelong users and producers of information.
36. Guideline 3: The school library media program provides instruction that addresses multiple literacies, including information literacy, media literacy, visual literacy, and technology literacy. According to Empowering Learners
37. Evaluation Model Step 2.Collect data Determine the type needed. Quantitative/Qualitative Determine the method of collection. Existing statistic Survey, questionnaire, focus group, observation
38. One method to collect data-- Use Information Power’s Teaching and Learning Rubric as a questionnaire. Administer it to School Library staff, Administrative staff, Teaching staff. Summarize each group; determine where perceptions differ and agree.
39. Data collected from the Teaching and Learning Rubric are qualitative-- Example: Principal puts librarian on weekly faculty meeting agenda to encourage library use and promote curriculum-oriented library materials. Math teacher does not see an easy connect and tunes out. When completing the questionnaire-- School librarian & principal: EXEMPLARY! Math teacher: 0 NOTHING!
40. Evaluation Model Step 3.Analyze the data How can the data be analyzed to determine whether or not the librarian plays an effective instructional role in the school? Identify areas of agreement and disagreement among groups. Identify areas of strength and areas that need improvement. Identify areas where more data is needed.
44. Weakness Area Example-- Target Indicator: Students are engaged in reading, writing, speaking, viewing & listening for enjoyment, enrichment, & understanding. Library Staff Response ____Basic 100% Proficient ____ Exemplary Administrative Response 100% Basic ____ Proficient ____ Exemplary Teaching Staff Response 82% Basic 18% Proficient ____ Exemplary
45. Contradictory Data Example— Target Indicator:Effective teaching modeled & promoted. Library Basic ____ Prof. 100% Exemplary Admin. ____ Basic ____ Prof. 100% Exemplary Teacher Basic 60% Prof. 40% Exemplary Target Indicator: Student achievement is assessed. Library 100% Basic Prof. Exemplary Admin. 100% Basic ____ Prof. Exemplary Teacher 90% Basic 10% Prof. Exemplary
46. Back to Step 2Collecting More Data – Focus Groups How are student products and performances assessed in units involving use of the library? How do you determine the products and performances to demonstrate mastery of content in units involving use of the library? What is the role of reflection in student work involving use of the library?
50. Example:Recommendations for First Year Collaborative Planning Establish regular common planning time for teachers with the library media staff. Curriculum Development Review school policies to remove any barriers that prevent librarians from participating in building and district curriculum sessions.
51. Example:Recommendations for First Year Reading, Writing, Speaking, Viewing Provide a series of author workshops and develop plans with teachers for student reading, writing, speaking, and viewing responses to the author workshops. Involve Parents. Effective Teaching Clarify conflicting feedback through focus groups targeting use of assessment, differentiation, & inquiry in instruction. Develop recommendations based on new data.
52. Evaluation Model Step 5.Develop an action plan Library staff develop an action plan for each recommendation. The Advisory Committee of Stakeholders reviews and approves the action plans.
54. This example of an evaluation was… Data collection methods: Research Rubric-based questionnaire Focus Group Data type: Quantitative Qualitative Type (which one?) Formal Internal Formative
55. Unobtrusive evaluation in schools 1 Unobtrusive measures of physical facilities “The basic premise . . . is that you can learn a great deal . . . by looking at how things wear (‘erosion’), how things are left in the building (‘traces’) and how things are rearranged (‘adaptations for use’).” Nancy Everhart, Evaluating the School Library Media Center: Analysis Techniques and Research Practices. Libraries Unlimited, 1998.
56. Unobtrusive evaluation in schools 2 Use of proxies—“mystery patrons” Technique used more often in academic libraries and government documents reference services Half-right reference: the 55% rule 5-minute rule Peter Hernon and Charles R. McClure, “Unobtrusive Reference Testing: The 55 Percent Rule” Library Journal April 15, 1986, 37-41. “It’s not true, and now we know why . . . the so-called “55% rule” has never been tested against a truly representative field sample.” John V. Richardson, Jr., “Reference Is Better Than We Thought,” Library Journal April 15, 2002, 41-42.
57. Importance of a sophisticated model Richardson: “The reference service performance model [that led to the 55% rule] was overly simplistic, samples were way too small, and the test questions were not representative of real-world reference questions.” “Students of reference service should learn about the existence of multiple performance outcomes (i.e., accuracy, utility, and satisfaction) and to recognize that each outcome is driven by different factors.” “Reference Is Better Than We Thought.”
58. Characteristics of good models Measures of reference service must be Valid They “accurately reflect the concept being studied.” Reliable They “are stable and dependable, and provide consistent results with each repeated use.” Practical They “require that data be relatively easy to collect.” Useful They “provide information that can be used to improve reference services.” Whitlach, Evaluating Reference Services.
59. Problems of Evaluation in School Context Often the school library media specialist is the only one working in the library An evaluation project can be time-consuming to plan and to put into action
60. Solutions to evaluation problems Depends on your local situation Your resources: Time, money, available warm bodies You and your creativity Make evaluation part of your routine As you plan/prepare your program(s), include an evaluation component Appropriate, affordable, accessible, accountable