Assessing for Learning
Librarians and Teachers as Partners
2nd Edition
Published on 21. October 2010
272 pages
978-1-59884-471-9 (ISBN)
Description
In this book, theory is blended with practical application to provide a concise, up-to-date explanation of how school librarians can work with students and teachers to assess for learning in 21st century schools.
Coauthors Harada and Yoshina authored the first text that focused on learning assessment in a school library context. In this revised and expanded version of Assessing for Learning: Librarians and Teachers as Partners, they continue to shed light on the issue of school librarians helping students to assess for learning.
The book begins with a brief discussion of national reform efforts and the importance of assessment for effective learning within this context. The balance of the book provides numerous strategies and tools for involving students as well as library media specialists in assessment activities, emphasizing the importance of students assessing for their own learning. It also provides specific examples of how assessment can be incorporated into various library-related learning activities. All chapters in this second edition have been updated with additional information, and three new chapters on assessing for critical thinking, dispositions, and tech-related learning have been added.
Coauthors Harada and Yoshina authored the first text that focused on learning assessment in a school library context. In this revised and expanded version of Assessing for Learning: Librarians and Teachers as Partners, they continue to shed light on the issue of school librarians helping students to assess for learning.
The book begins with a brief discussion of national reform efforts and the importance of assessment for effective learning within this context. The balance of the book provides numerous strategies and tools for involving students as well as library media specialists in assessment activities, emphasizing the importance of students assessing for their own learning. It also provides specific examples of how assessment can be incorporated into various library-related learning activities. All chapters in this second edition have been updated with additional information, and three new chapters on assessing for critical thinking, dispositions, and tech-related learning have been added.
More details
Edition
2nd edition
Language
English
Place of publication
New York
United States
Publishing group
Bloomsbury Publishing Plc
Target group
Interest Age: From 7 to 17 years
Illustrations
213 bw illus
ISBN-13
978-1-59884-471-9 (9781598844719)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Book
10/2010
2nd Edition
Libraries Unlimited Inc
€55.00
Shipment within 15-20 days
Persons
Violet H. Harada is professor of library and information science in the Department of Information and Computer Sciences at the University of Hawaii, Honolulu, HI.
Joan M. Yoshina is a retired school library media specialist with extensive teaching and library experiences in Hawaii.
Joan M. Yoshina is a retired school library media specialist with extensive teaching and library experiences in Hawaii.
Content
Illustrations
Acknowledgments
Introduction
Dispelling the Myths
Facing Challenges
Organization of Book
Chapter 1 What Needs to Happen in 21st-Century Schools?
Challenges in Our Schools
Talking the Right Talk: Standards Moving in the Same Direction
Walking the Talk: Schools Becoming Learning Organizations
Reflection and Assessment: Vital Parts of the Walk
Implications for the Library Media Specialist
Conclusion
Chapter 2 Assessment for Learning
What Is Assessment?
What's Happening with Assessment in Our Schools?
How Does No Child Left Behind Affect Assessment?
Do Effective Library Media Programs Make a Difference?
What Is the Library Media Specialist's Role?
Benefits of Assessment
Essential Questions for the Library Media Specialist
Conclusion
Chapter 3 Tools for Assessment: Checklists, Rubrics, and Rating Scales
Checklists
What Is a Checklist?
When Might We Use a Checklist?
How Do We Construct a Checklist?
How Do We Use a Checklist to Assess for Information Literacy?
Rubrics
What Is a Rubric?
When Might We Use a Rubric?
How Do We Construct an Instructional Rubric?
How Do We Use Rubrics to Assess for Information Literacy?
Rating Scales
What Is a Rating Scale?
When Might We Use a Rating Scale?
How Do We Construct a Rating Scale?
How Do We Use a Rating Scale to Assess for Information Literacy?
Conclusion
Chapter 4 Tools for Assessment: Conferences, Logs, Personal Correspondence, and Exit Passes
Conferences
What Is a Conference?
When Might We Use Conferences to Assess Learning?
How Do We Structure the Conference?
How Do We Use Conferences to Assess for Information Literacy?
Logs
What Is a Log?
When Might We Use Logs as Assessment Tools?
How Do We Facilitate the Use of Logs?
How Do We Use Logs to Assess for Information Literacy?
Personal Correspondence
What Is Personal Correspondence?
When Might We Use Personal Correspondence to Assess Learning?
How Do We Construct the Correspondence?
How Do We Use Personal Correspondence to Assess for Information Literacy?
Exit Pass
What Is an Exit Pass?
When Might We Use an Exit Pass?
How Do We Construct an Exit Pass?
How Do We Use an Exit Pass to Assess for Information Literacy?
Conclusion
Chapter 5 Tools for Assessment: Graphic Organizers
What Are Graphic Organizers?
Concept Maps
What Is a Concept Map?
When Might We Use a Concept Map?
How Do We Construct a Concept Map?
How Do We Use a Concept Map to Assess for Information Literacy?
Webs
What Is a Web?
When Might We Use a Web?
How Do We Construct a Web?
How Do We Use a Web to Assess for Information Literacy?
K-W-L Charts
What Is a K-W-L Chart?
When Might We Use a K-W-L Chart?
How Do We Construct a K-W-L Chart?
How Do We Use a K-W-L (or K-W-H-L) Chart to Assess for Information Literacy?
Matrices
What Is a Matrix?
When Might We Use a Matrix?
How Do We Construct a Matrix?
How Do We Use a Matrix to Assess for Information Literacy?
Conclusion
Chapter 6 Student Portfolios
What Is a Portfolio?
What Is a Digital Portfolio?
How Do Portfolios Differ from Other Assessment Tools?
Why Use Portfolios?
Who Are the Audiences for Portfolios?
How Might the Library Media Specialist Use Portfolios?
What Is a Process Folio and How Is It Developed?
What Might a Process Folio Look Like?
Step 1: Determine Standards for Instruction and Assessment and Agree upon Skills, Dispositions, and Responsibilities to Address
Step 2: Develop Tools and Strategies to Assess Achievement of the Standard
Step 3: Devise a Consistent Rating System for Assessment Tools Used
Example A: Matrix for Identifying Resources
Example B: Checklist for Bookmaking
Step 4: Identify Samples of Student Work to Include for Each Standard
Sample Work A: Completed Matrix
Sample Work B: Completed Checklist
Step 5: Include Samples of Student Reflections
Step 6: Prepare a Summary Sheet for the Process Folio
Getting Started
Conclusion
Chapter 7 Assessing for Critical Understanding
Defining Critical Understanding
Acquiring Critical Understanding
Developing Critical Understanding through Inquiry
Assessing for Critical Understanding
Scenario A: Assessing Ability to Connect New Learning to Prior Knowledge
Scenario B: Assessing Ability to Ask a Range of Questions to Focus the Search for Understanding
Scenario C: Assessing Ability to Consider Different Points of View toward a Controversial Issue Before Coming to a Conclusion
Scenario D: Assessing Ability to Identify Bias
Scenario E: Assessing the Ability to Draw Conclusions
Scenario F: Assessing Ability to Effectively Communicate Understanding
Conclusion
Chapter 8 Assessing for Dispositions
Defining Dispositions
Acquiring Dispositions
Assessing for Dispositions
Scenario A: Assessing for Initiative
Scenario B: Assessing for Flexibility
Scenario C: Assessing for Persistence
Scenario D: Assessing for Literary Appreciation
Scenario E: Assessing for Openness
Scenario F: Assessing for Social Responsibility
Using Portfolios
Conclusion
Chapter 9 Assessing for Tech-Integrated Learning
Defining the Digital Landscape
Acquiring Skills for Success in a Digital World
Implications for Library Media Specialists
Assessing for Tech-Integrated Learning
Scenario A: Assessing Online Discussions
Scenario B: Assessing Blogs
Scenario C: Assessing Podcasts and Vodcasts
Scenario D: Assessing Wikis
Scenario E: Assessing Digital Narratives
Scenario F: Assessing Wiki Pathfinders
Conclusion
Chapter 10 Outcome-Based Approach: Elementary Grade Example
Outcome-Based Approach
Summary of Project
Sample Lessons
Lesson 1: Finding Information in a Variety of Sources
Outcomes Desired
Standards and Performance Indicators
Disposition/Responsibility
Product/Performance
Assessment
Learning Goal
Assessment Criteria
Self-Assessment Strategies
Tools for Collecting, Recording, and Quantifying Data
Learning Plan
Lesson 2: Developing Criteria to Assess Student Books
Outcomes Desired
Standards and Performance Indicators
Disposition/Responsibility
Product/Performance
Assessment
Learning Goal
Assessment Criteria
Self-Assessment Strategies
Tools for Collecting, Recording, and Quantifying Data
Learning Plan
Conclusion
Chapter 11 Outcome-Based Approach: Middle School Example
Outcome-Based Approach
Summary of Project
Sample Lessons
Lesson 1: Asking the Right Questions
Outcomes Desired
Standards and Performance Indicators
Disposition/Responsibility
Product/Performance
Assessment
Learning Goal
Assessment Criteria
Self-Assessment Strategies
Tools for Collecting, Recording, and Quantifying Data
Learning Plan
Lesson 2: Selecting and Evaluating Resources
Outcomes Desired
Standards and Performance Indicators
Disposition/Responsibility
Product/Performance
Assessment
Learning Goal
Assessment Criteria
Self-Assessment Strategies
Tools for Collecting, Recording, and Quantifying Data
Learning Plan
Conclusion
Chapter 12 Outcome-Based Approach: High School Example
Outcome-Based Approach
Summary of Project
Sample Lessons
Lesson 1: Evaluating Web Sites
Outcomes Desired
Standards and Performance Indicators
Disposition/Responsibility
Product/Performance
Assessment
Learning Goal
Assessment Criteria
Self-Assessment Strategies
Tools for Collecting, Recording, and Quantifying Data
Learning Plan
Lesson 2: Preparing an Annotated Bibliography
Outcomes Desired
Standards and Performance Indicators
Disposition/Responsibility
Product/Performance
Assessment
Learning Goal
Assessment Criteria
Self-Assessment Strategies
Tools for Collecting, Recording, and Quantifying Data
Learning Plan
Conclusion
Chapter 13 Communicating Evidence of Learning
How Can Assessment Data Be Used to Support School-Wide Goals?
Why Is It Important to Communicate Results?
Communicating with Teachers
Step 1: Collect Evidence of Achievement
Step 2: Analyze Evidence
Step 3: Synthesize Findings
Step 4: Communicate Results
Communicating with Principals and School Councils
Step 1: Collect Evidence of Achievement
Step 2: Analyze Evidence
Step 3: Synthesize Findings
Step 4: Communicate Results
Communicating with the Larger Community
Step 1: Collect Evidence of Achievement
Step 2: Analyze Evidence
Step 3: Synthesize Findings
Step 4: Communicate Results
Making the Testing Connection
Step 1: Collect Evidence of Achievement
Step 2: Analyze Evidence
Step 3: Synthesize Findings
Step 4: Communicate Results
Conclusion
References
Index
Acknowledgments
Introduction
Dispelling the Myths
Facing Challenges
Organization of Book
Chapter 1 What Needs to Happen in 21st-Century Schools?
Challenges in Our Schools
Talking the Right Talk: Standards Moving in the Same Direction
Walking the Talk: Schools Becoming Learning Organizations
Reflection and Assessment: Vital Parts of the Walk
Implications for the Library Media Specialist
Conclusion
Chapter 2 Assessment for Learning
What Is Assessment?
What's Happening with Assessment in Our Schools?
How Does No Child Left Behind Affect Assessment?
Do Effective Library Media Programs Make a Difference?
What Is the Library Media Specialist's Role?
Benefits of Assessment
Essential Questions for the Library Media Specialist
Conclusion
Chapter 3 Tools for Assessment: Checklists, Rubrics, and Rating Scales
Checklists
What Is a Checklist?
When Might We Use a Checklist?
How Do We Construct a Checklist?
How Do We Use a Checklist to Assess for Information Literacy?
Rubrics
What Is a Rubric?
When Might We Use a Rubric?
How Do We Construct an Instructional Rubric?
How Do We Use Rubrics to Assess for Information Literacy?
Rating Scales
What Is a Rating Scale?
When Might We Use a Rating Scale?
How Do We Construct a Rating Scale?
How Do We Use a Rating Scale to Assess for Information Literacy?
Conclusion
Chapter 4 Tools for Assessment: Conferences, Logs, Personal Correspondence, and Exit Passes
Conferences
What Is a Conference?
When Might We Use Conferences to Assess Learning?
How Do We Structure the Conference?
How Do We Use Conferences to Assess for Information Literacy?
Logs
What Is a Log?
When Might We Use Logs as Assessment Tools?
How Do We Facilitate the Use of Logs?
How Do We Use Logs to Assess for Information Literacy?
Personal Correspondence
What Is Personal Correspondence?
When Might We Use Personal Correspondence to Assess Learning?
How Do We Construct the Correspondence?
How Do We Use Personal Correspondence to Assess for Information Literacy?
Exit Pass
What Is an Exit Pass?
When Might We Use an Exit Pass?
How Do We Construct an Exit Pass?
How Do We Use an Exit Pass to Assess for Information Literacy?
Conclusion
Chapter 5 Tools for Assessment: Graphic Organizers
What Are Graphic Organizers?
Concept Maps
What Is a Concept Map?
When Might We Use a Concept Map?
How Do We Construct a Concept Map?
How Do We Use a Concept Map to Assess for Information Literacy?
Webs
What Is a Web?
When Might We Use a Web?
How Do We Construct a Web?
How Do We Use a Web to Assess for Information Literacy?
K-W-L Charts
What Is a K-W-L Chart?
When Might We Use a K-W-L Chart?
How Do We Construct a K-W-L Chart?
How Do We Use a K-W-L (or K-W-H-L) Chart to Assess for Information Literacy?
Matrices
What Is a Matrix?
When Might We Use a Matrix?
How Do We Construct a Matrix?
How Do We Use a Matrix to Assess for Information Literacy?
Conclusion
Chapter 6 Student Portfolios
What Is a Portfolio?
What Is a Digital Portfolio?
How Do Portfolios Differ from Other Assessment Tools?
Why Use Portfolios?
Who Are the Audiences for Portfolios?
How Might the Library Media Specialist Use Portfolios?
What Is a Process Folio and How Is It Developed?
What Might a Process Folio Look Like?
Step 1: Determine Standards for Instruction and Assessment and Agree upon Skills, Dispositions, and Responsibilities to Address
Step 2: Develop Tools and Strategies to Assess Achievement of the Standard
Step 3: Devise a Consistent Rating System for Assessment Tools Used
Example A: Matrix for Identifying Resources
Example B: Checklist for Bookmaking
Step 4: Identify Samples of Student Work to Include for Each Standard
Sample Work A: Completed Matrix
Sample Work B: Completed Checklist
Step 5: Include Samples of Student Reflections
Step 6: Prepare a Summary Sheet for the Process Folio
Getting Started
Conclusion
Chapter 7 Assessing for Critical Understanding
Defining Critical Understanding
Acquiring Critical Understanding
Developing Critical Understanding through Inquiry
Assessing for Critical Understanding
Scenario A: Assessing Ability to Connect New Learning to Prior Knowledge
Scenario B: Assessing Ability to Ask a Range of Questions to Focus the Search for Understanding
Scenario C: Assessing Ability to Consider Different Points of View toward a Controversial Issue Before Coming to a Conclusion
Scenario D: Assessing Ability to Identify Bias
Scenario E: Assessing the Ability to Draw Conclusions
Scenario F: Assessing Ability to Effectively Communicate Understanding
Conclusion
Chapter 8 Assessing for Dispositions
Defining Dispositions
Acquiring Dispositions
Assessing for Dispositions
Scenario A: Assessing for Initiative
Scenario B: Assessing for Flexibility
Scenario C: Assessing for Persistence
Scenario D: Assessing for Literary Appreciation
Scenario E: Assessing for Openness
Scenario F: Assessing for Social Responsibility
Using Portfolios
Conclusion
Chapter 9 Assessing for Tech-Integrated Learning
Defining the Digital Landscape
Acquiring Skills for Success in a Digital World
Implications for Library Media Specialists
Assessing for Tech-Integrated Learning
Scenario A: Assessing Online Discussions
Scenario B: Assessing Blogs
Scenario C: Assessing Podcasts and Vodcasts
Scenario D: Assessing Wikis
Scenario E: Assessing Digital Narratives
Scenario F: Assessing Wiki Pathfinders
Conclusion
Chapter 10 Outcome-Based Approach: Elementary Grade Example
Outcome-Based Approach
Summary of Project
Sample Lessons
Lesson 1: Finding Information in a Variety of Sources
Outcomes Desired
Standards and Performance Indicators
Disposition/Responsibility
Product/Performance
Assessment
Learning Goal
Assessment Criteria
Self-Assessment Strategies
Tools for Collecting, Recording, and Quantifying Data
Learning Plan
Lesson 2: Developing Criteria to Assess Student Books
Outcomes Desired
Standards and Performance Indicators
Disposition/Responsibility
Product/Performance
Assessment
Learning Goal
Assessment Criteria
Self-Assessment Strategies
Tools for Collecting, Recording, and Quantifying Data
Learning Plan
Conclusion
Chapter 11 Outcome-Based Approach: Middle School Example
Outcome-Based Approach
Summary of Project
Sample Lessons
Lesson 1: Asking the Right Questions
Outcomes Desired
Standards and Performance Indicators
Disposition/Responsibility
Product/Performance
Assessment
Learning Goal
Assessment Criteria
Self-Assessment Strategies
Tools for Collecting, Recording, and Quantifying Data
Learning Plan
Lesson 2: Selecting and Evaluating Resources
Outcomes Desired
Standards and Performance Indicators
Disposition/Responsibility
Product/Performance
Assessment
Learning Goal
Assessment Criteria
Self-Assessment Strategies
Tools for Collecting, Recording, and Quantifying Data
Learning Plan
Conclusion
Chapter 12 Outcome-Based Approach: High School Example
Outcome-Based Approach
Summary of Project
Sample Lessons
Lesson 1: Evaluating Web Sites
Outcomes Desired
Standards and Performance Indicators
Disposition/Responsibility
Product/Performance
Assessment
Learning Goal
Assessment Criteria
Self-Assessment Strategies
Tools for Collecting, Recording, and Quantifying Data
Learning Plan
Lesson 2: Preparing an Annotated Bibliography
Outcomes Desired
Standards and Performance Indicators
Disposition/Responsibility
Product/Performance
Assessment
Learning Goal
Assessment Criteria
Self-Assessment Strategies
Tools for Collecting, Recording, and Quantifying Data
Learning Plan
Conclusion
Chapter 13 Communicating Evidence of Learning
How Can Assessment Data Be Used to Support School-Wide Goals?
Why Is It Important to Communicate Results?
Communicating with Teachers
Step 1: Collect Evidence of Achievement
Step 2: Analyze Evidence
Step 3: Synthesize Findings
Step 4: Communicate Results
Communicating with Principals and School Councils
Step 1: Collect Evidence of Achievement
Step 2: Analyze Evidence
Step 3: Synthesize Findings
Step 4: Communicate Results
Communicating with the Larger Community
Step 1: Collect Evidence of Achievement
Step 2: Analyze Evidence
Step 3: Synthesize Findings
Step 4: Communicate Results
Making the Testing Connection
Step 1: Collect Evidence of Achievement
Step 2: Analyze Evidence
Step 3: Synthesize Findings
Step 4: Communicate Results
Conclusion
References
Index
