1. Yes, Virginia, There IS Assessment in Library Media Instruction! Andy Spinks Supervisor of Library Media Education Cobb County School District

2. Introduction/Context Not program assessment, Not grading Not program assessment, Not grading Level of assessment: Level of assessment: –Institutional level –Program level – Classroom level Curricular Focus: Curricular Focus: –Separate/Additional assessment of information literacy – Collaborative assessment of curriculum standards relating to information literacy

3. Why Assess?

4. Why should LMS’s participate? Have an impact: Have an impact: –Ensure that all students become information literate Work more efficiently: Work more efficiently: –Don’t spend time doing things that don’t lead to student learning Demonstrate your importance: Demonstrate your importance: –The data you gather provide evidence that your program directly contributes to student achievement.

5. 21 st Century Education Assessment New Methods for a New Mission

6. Change in Mission for Education OLD: Sort students into a rank order 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 NEW: Help ALL students succeed –Adjust & differentiate instruction so that every student meets standards

7. Balanced Assessment Assessment Of learning Assessment Of learning –Summative: takes place after the learning experience –measures student success/failure Assessment FOR Learning (AFL) 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

8. Assessment FOR Learning (AFL) Provides feedback that informs teachers’ instructional decisions 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 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).

9. Students as Instructional Decision-Makers Students are the most important audience for assessment data. Students are the most important audience for assessment data. Based on assessment feedback, they decide whether to try harder or stop trying. 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. If students stop trying, we have failed. All other instructional actions are irrelevant.

10. Advantages of AFL Continuous, ongoing feedback allows student and teachers to make real-time adjustments Continuous, ongoing feedback allows student and teachers to make real-time adjustments Breaks the destructive feedback loop of the old methods Breaks the destructive feedback loop of the old methods Research has clearly shown that it works. Research has clearly shown that it works.

11. Assessment in Library Media Instruction Roles of the Library Media Specialist in Assessment

12. Common Assumptions/Understandings Good library media instruction is 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

13. Co-Planning of Assessment: Goals Collaborate with teachers in the earliest stages of assessment planning Collaborate with teachers in the earliest stages of assessment planning Co-design projects that 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-develop assessment rubrics

14. Co-Planning of Assessment: First Steps Identify teachers with whom you already have good collaborative relationships Identify teachers with whom you already have good collaborative relationships Identify teachers who are open to change Identify teachers who are open to change Suggest small adjustments to the projects you already do with these teachers 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

15. Co-Planning of Assessment: Examples Allow students to choose their own topics and allow/encourage them to make creative topic choices. 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. Add elements that require students to compare, contrast, evaluate, or create information. Broaden/Narrow source requirements Broaden/Narrow source requirements Add citation requirements, even for presentations Add citation requirements, even for presentations Create a schedule of sub-goals or progress indicators within the project to guide students through the project. Create a schedule of sub-goals or progress indicators within the project to guide students through the project. Others? Others?

16. Co-Assessment During Co-Teaching Whole-group instruction 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 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.

17. Co-Evaluation of Assessment Data After the project is completed, the LMS can join the teacher in 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 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!

18. More Contributions to Assessment Common Assessments: Common Assessments: –Collaborate with teams/grades/departments to plan common projects with common rubrics. –After all classes complete the project, meet as a group to examine & reflect on assessment data. Data Teams: Data Teams: –Use your skills and training to help teachers draw meaningful conclusions from assessment data.

19. Review: Why Participate in Assessment? Improve the effectiveness of your program Improve the effectiveness of your program Improve student achievement for all students, especially those who struggle 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 Gather concrete data that directly shows your program’s contribution to student achievement & support of curriculum

20. Thanks for being here! Discussion Discussion PowerPoint & selected resources online: PowerPoint & selected resources online: http://www.andyspinks.com/conferences