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getting there together:
                                         assessing student
                                                  learning




buffy j. hamilton
njasl 2011
CC image via http://goo.gl/jYKZv
assessment is often the missing piece in
  our collaborative efforts with classroom
                  teachers




                             Source: Harada & Yoshina, 2006
why should school library
media specialists play an active

role in theassessment
of student learning?
we cannot truly claim our role as teacher or provide
direct evidence of the impact of library programs on
student achievement without playing an active role
in the assessment of student learning
“The school library
 media program is
 guided by regular
 assessment of
 student learning to
 ensure the program
 is meeting its
 goals.”


                       Source: American Association of School Librarians, 2009, p. 27
                                                      Original photograph by Buffy J. Hamilton
embed
                                                                                         yourself in
                                                                                                 the
                                                                                       instructional
                                                                                             design
                                                                                            process

CC image via http://www.flickr.com/photos/eloctre/4989097223/sizes/l/in/photostream/
backwards design

learning outcomes


   assessments


      learning experiences and
      instruction
identify specific learning
       targets



                             Source: Harada &
                                 Yoshina, 2006
look for criteria to help us assess how well students achieve
the targets and state the criteria clearly in terms of desired
behavior using language students can understand
Source: Harada &
    Yoshina, 2006
                                                 CC image via http://goo.gl/AlAQC
select a strategy or tool to conduct the
assessment




                                   Source: Harada &
CC image via http://goo.gl/wX9UI       Yoshina, 2006
design a performance task for students
demonstrating their achievement of a learning target
                                          Source: Harada &
                                              Yoshina, 2006
CC image via http://goo.gl/Aiwh0
these “snapshots” of student work provide us
concrete evidence to adjust our instruction
and better meet learner needs
Source: Harada & Yoshina, 2006     CC image via http://goo.gl/hdoH7
Formative




Self               Summative
process   product
formative
assessment:
                                                         the
                                             measurement
                                              of knowledge
                                           and skills during
                                             the process of
                                                    learning
Source: Stripling, 2007/2009, pp. 167-68
summative
assessment is the
measurement of knowledge
and skills at the end of a
process of learning in
order to
determine
                   the amount and
                       quality of learning
                                     Source: Stripling, 2007/2009, pp. 167-68
student self-assessment:
who is in charge of
your
learning?
Standards for the 21st Century Learner in Action




Original photography by Buffy J. Hamilton
Benefits of Student Self-Assessment

 Encourages participatory learning
 Increases intrinsic motivation
 Helps students construct new meanings
 Helps cultivate a sense of ownership of
  learning and agency over learning
  environment

Source: Harada, 2010
how does this process look in real world
practice?
CC image via http://www.flickr.com/photos/nhuisman/3168683736/sizes/l/
formative and summative assessments
1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or
                       1.1.9 Collaborate with others to broaden and
strategies when necessary to achieve success.
                       deepen understanding.



conversations via active reflection and
metacognition
NJASL  2011 Librarians Assessing for Student Learning, Shorter Version (PDF)
google forms
NJASL  2011 Librarians Assessing for Student Learning, Shorter Version (PDF)
NJASL  2011 Librarians Assessing for Student Learning, Shorter Version (PDF)
Source:
http://teachingsagittarian.com/2009/03/voice
thread-as-a-digital-portfolio/
NJASL  2011 Librarians Assessing for Student Learning, Shorter Version (PDF)
NJASL  2011 Librarians Assessing for Student Learning, Shorter Version (PDF)
NJASL  2011 Librarians Assessing for Student Learning, Shorter Version (PDF)
NJASL  2011 Librarians Assessing for Student Learning, Shorter Version (PDF)
NJASL  2011 Librarians Assessing for Student Learning, Shorter Version (PDF)
NJASL  2011 Librarians Assessing for Student Learning, Shorter Version (PDF)
Rubric Source: http://ourlostchildren.wikispaces.com/file/view/VoiceThread+Rubric.pdf
NJASL  2011 Librarians Assessing for Student Learning, Shorter Version (PDF)
NJASL  2011 Librarians Assessing for Student Learning, Shorter Version (PDF)
NJASL  2011 Librarians Assessing for Student Learning, Shorter Version (PDF)
NJASL  2011 Librarians Assessing for Student Learning, Shorter Version (PDF)
fishbowl discussions
NJASL  2011 Librarians Assessing for Student Learning, Shorter Version (PDF)
NJASL  2011 Librarians Assessing for Student Learning, Shorter Version (PDF)
recommended reads
CC image via http://goo.gl/G4hWF
References

Abler, R. (2011, February 15). Why formative assessments
  matter. Retrieved from Edutopia website:
  http://www.edutopia.org/blog/formative-assessments-
  importance-of-rebecca-alber
American Association of School Librarians. (2009). Teaching for
  learning. In Empowering learners: Guidelines for school
  library media programs (pp. 19-27). Chicago: Author.
DuPre, C. (2008, February). Assessing student learning in the
  school library media center. Conference presentation
  presented at ECU Librarian to Librarian Networking Summit.
Available at http://www.ecu.edu/cs-
  lib/trc/upload/Assessing_Student_Learning_in_the_School_Li
  brary-2.pdf
References

Harada, V. H. (2007, November). From eyeballing to evidence:
  assessing for learning in hawaii library media centers. School Library
  Monthly, 24(3), 21-25. Retrieved from http://proxygsu-
  sche.galileo.usg.edu/login?url=http://search.ebscohost.com/login.a
  spx?direct=true&db=a9h&AN=27400685&site=ehost-live
Harada, V. H. (2010, June). Self-assessment: Challenging students to
  take charge of learning. School Library Monthly, 26(10), 13-15.
  Retrieved from http://proxygsu-
  sche.galileo.usg.edu/login?url=http://search.ebscohost.com/login.a
  spx?direct=true&db=a9h&AN=51003266&site=ehost-live
Harada, V. H., & Yoshina, J. M. (2006, March). Assessing learning: The
  missing piece in instruction? School Library Monthly, 22(7).
  Retrieved from
  http://www.schoollibrarymonthly.com/articles/Harada2006v22n7p
  20.html
References

Harada, V. H., & Zmuda, A. (2008, April). Reframing the library media
  specialist as a learning specialist. School Library Monthly, 24(8).
  Retrieved from
  http://www.schoollibrarymonthly.com/articles/Zmuda&Harada200
  8v24nn8p42.html.
Pappas, M. L. (2009). Designing learning for evidence-based practice.
  In K. Fontichiaro (Ed.), 21st century learning in school libraries (pp.
  180-184). Santa Barbara, CA: Libraries Unlimited. (Reprinted from
  School Library Media Activities Monthly, 2008, January, 24, [5]).
Stripling, B. (2009). Assessing information fluency: Gathering
  evidence of student learning. In K. Fontichiaro (Ed.), 21st century
  learning in school libraries (pp. 166-170). Santa Barbara, CA:
  Libraries Unlimited. (Reprinted from School Library Media Activities
  Monthly, 2007, April, 23, [8]).
contact information

            buffy.hamilton@gmail.com
            http://theunquietlibrarian.wordpress.com
            http://buffyjhamilton@wordpress.com

            Twitter: @buffyjhamilton

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NJASL 2011 Librarians Assessing for Student Learning, Shorter Version (PDF)

  • 1. getting there together: assessing student learning buffy j. hamilton njasl 2011 CC image via http://goo.gl/jYKZv
  • 2. assessment is often the missing piece in our collaborative efforts with classroom teachers Source: Harada & Yoshina, 2006
  • 3. why should school library media specialists play an active role in theassessment of student learning?
  • 4. we cannot truly claim our role as teacher or provide direct evidence of the impact of library programs on student achievement without playing an active role in the assessment of student learning
  • 5. “The school library media program is guided by regular assessment of student learning to ensure the program is meeting its goals.” Source: American Association of School Librarians, 2009, p. 27 Original photograph by Buffy J. Hamilton
  • 6. embed yourself in the instructional design process CC image via http://www.flickr.com/photos/eloctre/4989097223/sizes/l/in/photostream/
  • 7. backwards design learning outcomes assessments learning experiences and instruction
  • 8. identify specific learning targets Source: Harada & Yoshina, 2006
  • 9. look for criteria to help us assess how well students achieve the targets and state the criteria clearly in terms of desired behavior using language students can understand Source: Harada & Yoshina, 2006 CC image via http://goo.gl/AlAQC
  • 10. select a strategy or tool to conduct the assessment Source: Harada & CC image via http://goo.gl/wX9UI Yoshina, 2006
  • 11. design a performance task for students demonstrating their achievement of a learning target Source: Harada & Yoshina, 2006 CC image via http://goo.gl/Aiwh0
  • 12. these “snapshots” of student work provide us concrete evidence to adjust our instruction and better meet learner needs Source: Harada & Yoshina, 2006 CC image via http://goo.gl/hdoH7
  • 13. Formative Self Summative
  • 14. process product
  • 15. formative assessment: the measurement of knowledge and skills during the process of learning Source: Stripling, 2007/2009, pp. 167-68
  • 16. summative assessment is the measurement of knowledge and skills at the end of a process of learning in order to determine the amount and quality of learning Source: Stripling, 2007/2009, pp. 167-68
  • 17. student self-assessment: who is in charge of your learning?
  • 18. Standards for the 21st Century Learner in Action Original photography by Buffy J. Hamilton
  • 19. Benefits of Student Self-Assessment  Encourages participatory learning  Increases intrinsic motivation  Helps students construct new meanings  Helps cultivate a sense of ownership of learning and agency over learning environment Source: Harada, 2010
  • 20. how does this process look in real world practice? CC image via http://www.flickr.com/photos/nhuisman/3168683736/sizes/l/
  • 21. formative and summative assessments
  • 22. 1.2.5 Demonstrate adaptability by changing the inquiry focus, questions, resources, or 1.1.9 Collaborate with others to broaden and strategies when necessary to achieve success. deepen understanding. conversations via active reflection and metacognition
  • 43. CC image via http://goo.gl/G4hWF
  • 44. References Abler, R. (2011, February 15). Why formative assessments matter. Retrieved from Edutopia website: http://www.edutopia.org/blog/formative-assessments- importance-of-rebecca-alber American Association of School Librarians. (2009). Teaching for learning. In Empowering learners: Guidelines for school library media programs (pp. 19-27). Chicago: Author. DuPre, C. (2008, February). Assessing student learning in the school library media center. Conference presentation presented at ECU Librarian to Librarian Networking Summit. Available at http://www.ecu.edu/cs- lib/trc/upload/Assessing_Student_Learning_in_the_School_Li brary-2.pdf
  • 45. References Harada, V. H. (2007, November). From eyeballing to evidence: assessing for learning in hawaii library media centers. School Library Monthly, 24(3), 21-25. Retrieved from http://proxygsu- sche.galileo.usg.edu/login?url=http://search.ebscohost.com/login.a spx?direct=true&db=a9h&AN=27400685&site=ehost-live Harada, V. H. (2010, June). Self-assessment: Challenging students to take charge of learning. School Library Monthly, 26(10), 13-15. Retrieved from http://proxygsu- sche.galileo.usg.edu/login?url=http://search.ebscohost.com/login.a spx?direct=true&db=a9h&AN=51003266&site=ehost-live Harada, V. H., & Yoshina, J. M. (2006, March). Assessing learning: The missing piece in instruction? School Library Monthly, 22(7). Retrieved from http://www.schoollibrarymonthly.com/articles/Harada2006v22n7p 20.html
  • 46. References Harada, V. H., & Zmuda, A. (2008, April). Reframing the library media specialist as a learning specialist. School Library Monthly, 24(8). Retrieved from http://www.schoollibrarymonthly.com/articles/Zmuda&Harada200 8v24nn8p42.html. Pappas, M. L. (2009). Designing learning for evidence-based practice. In K. Fontichiaro (Ed.), 21st century learning in school libraries (pp. 180-184). Santa Barbara, CA: Libraries Unlimited. (Reprinted from School Library Media Activities Monthly, 2008, January, 24, [5]). Stripling, B. (2009). Assessing information fluency: Gathering evidence of student learning. In K. Fontichiaro (Ed.), 21st century learning in school libraries (pp. 166-170). Santa Barbara, CA: Libraries Unlimited. (Reprinted from School Library Media Activities Monthly, 2007, April, 23, [8]).
  • 47. contact information buffy.hamilton@gmail.com http://theunquietlibrarian.wordpress.com http://buffyjhamilton@wordpress.com Twitter: @buffyjhamilton