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Yes, Virginia, There IS Assessment in Library Media by 5K3Raye

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									        Yes, Virginia,
     There IS Assessment
in Library Media Instruction!

                Andy Spinks
     Supervisor of Library Media Education
         Cobb County School District
              Introduction/Context
   Not program assessment, Not grading
   Level of assessment:
    – Institutional level
    – Program level
    – Classroom level
   Curricular Focus:
    – Separate/Additional assessment of information literacy
    – Collaborative assessment of curriculum standards
      relating to information literacy
Why Assess?
     Why should LMS’s participate?
   Have an impact:
    – Ensure that all students become information
      literate
   Work more efficiently:
    – Don’t spend time doing things that don’t lead to
      student learning
   Demonstrate your importance:
    – The data you gather provide evidence that your
      program directly contributes to student
      achievement.
21st Century Education

       Assessment

 New Methods for a New Mission
    Change in Mission for Education
   OLD: Sort students into a rank order
    – Good for students who are good at school
    – Bad for students who don’t succeed initially
    – Creates a destructive feedback loop: the good get
      better and the bad drop out
   NEW: Help ALL students succeed
    – Adjust & differentiate instruction so that every
      student meets standards
            Balanced Assessment
   Assessment Of learning
    – Summative: takes place after the learning
      experience
    – measures student success/failure
   Assessment FOR Learning (AFL)
    – Formative: takes place during the learning
      experience
    – Provides feedback to student and teacher
    – Allows for corrective action so that all students
      succeed
     Assessment FOR Learning (AFL)
   Provides feedback that informs teachers’
    instructional decisions
    – Allows for instructional changes during the learning
      experience, rather than measuring results afterward
   Provides positive motivation and encouragement
    to students
    – Uses a “carrot,” not a “stick.” (Fear and intimidation do not
      motivate at-risk students.
    – Provides evidence of successes and describes pathways to
      continued growth (scaffolding).
Students as Instructional Decision-Makers
   Students are the most important audience for
    assessment data.
   Based on assessment feedback, they decide whether
    to try harder or stop trying.
    – Feedback that says “You failed!” causes students to stop trying.
    – Feedback that says “You got this part right, and here is how to
      get the next part right.” motivates students to continue.
   If students stop trying, we have failed. All other
    instructional actions are irrelevant.
             Advantages of AFL
   Continuous, ongoing feedback allows
    student and teachers to make real-time
    adjustments
   Breaks the destructive feedback loop of the
    old methods
   Research has clearly shown that it works.
Assessment in Library
  Media Instruction
Roles of the Library Media Specialist
           in Assessment
    Common Assumptions/Understandings
   Good library media instruction is
    – Collaboratively planned with teachers
    – Co-taught (both are engaged in instruction)
    – Integrated with subject area curriculum
    – Project-based
    – Inquiry-based
    – Designed to engage higher order thinking
     Co-Planning of Assessment: Goals
   Collaborate with teachers in the earliest
    stages of assessment planning
   Co-design projects that
    – Employ inquiry learning
    – Align with curriculum standards
    – Incorporate information literacy elements
    – Engage higher-order thinking skills
    – Allow for differentiation
   Co-develop assessment rubrics
Co-Planning of Assessment: First Steps
   Identify teachers with whom you already
    have good collaborative relationships
   Identify teachers who are open to change
   Suggest small adjustments to the projects
    you already do with these teachers
    – During initial collaborative planning for the
      project
    – At the beginning of the term, before they have
      started planning
Co-Planning of Assessment: Examples
   Allow students to choose their own topics and
    allow/encourage them to make creative topic
    choices.
   Add elements that require students to compare,
    contrast, evaluate, or create information.
   Broaden/Narrow source requirements
   Add citation requirements, even for presentations
   Create a schedule of sub-goals or progress
    indicators within the project to guide students
    through the project.
   Others?
    Co-Assessment During Co-Teaching
   Whole-group instruction
    – Teacher & LMS can swap off ; one performs informal
      assessment & individual assistance while the other gives
      instruction to the group
   Small Group or Individual Instruction
    – LMS can provide individual feedback and scaffolded
      instruction to students as they complete the project (even
      after the class visit)
* This requires that the LMS know the standards,
  understand the assignment and maintain open
  communication with the teacher.
     Co-Evaluation of Assessment Data
   After the project is completed, the LMS can join
    the teacher in
    – Examining student work samples
    – Reflecting on the what worked & didn’t work
   Using this information, they can
    – Make adjustments to the plan for “next time.”
    – Pro-actively improve similar projects in other classes
    – Promote the role of the library media program in student
      achievement!
Review: Why Participate in Assessment?
   Improve the effectiveness of your program
   Improve student achievement for all
    students, especially those who struggle
   Gather concrete data that directly shows
    your program’s contribution to student
    achievement & support of curriculum
          Thanks for being here!
   Discussion
   PowerPoint & selected resources online:
    http://www.andyspinks.com/conferences

								
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