Assessment for Learning
Student learning is assessed in the library media program in collaboration with classroom teachers, utilizing data analysis and Standards
Assessment, in itself, is a vital learning experience that involves reflection and appraisal of learning. It is an integral part of the information literacy standards for student learning that encourages continual examination of both teaching and learning for improved student performance. The school library media specialist can work closely with teachers in developing assessment techniques and, as time allows, work individually with students to assess their performance. Not only does assessment benefit the student and teacher, the school library media specialist can also use assessment results in determining the program’s strengths and weaknesses.
[From: Information Power: Building Partnerships for Learning. 1998. AASL/ALA, AECT, Chicago, IL: ALA, 1998.]
Church, Audrey. 2003. Leverage Your Library Program to Help Raise Test Scores: A Guide for Library Media Specialists, Principals, Teachers, and Parents. Linworth Publishing, Worthington, OH, 2003.
Harada, Violet H., and Joan M. Yoshina.2005. Assessing Learning: Librarians and Teachers as Partners. Libraries Unlimited, Westport , CT, 2005.
Harada, Violet H. Working Smarter: Being Strategic about Assessment and Accountability. Teacher Librarian 33.1 (2005): 8-15.
Inquiry Learning through Librarian-Teacher Partnerships. Linworth Publishing, Worthington, OH, 2004.
Jones, Jami Biles, and Alana M. Zambone.2008. The Power of the Media Specialist: To Improve Academic Achievement and Strengthen At-Risk Students. Linworth Publishing, Worthington, OH, 2008.
Loertscher, David V., and Ross J. Todd. We Boost Achievement! Evidence-Based Practice for School Library Media Specialist. Hi Willow Press, Salt Lake City, UT, 2003.
Marzano, Robert, Debra Pickering, and Jay McTighe. Assessing Student Outcomes: Performance Assessment Using the Dimensions of Learning Model. ASCD, Alexandria, VA, 1993.
Marzano, Robert, Debra Pickering, and Jane Pollack. Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. ASCD, Alexandria, VA, 2001.
Wellman, Bruce, and Laura Lipton.2004. Data-Driven Dialogue. Sherman, CT: Mira Via, 2004.
White, Stephen H. Beyond the Numbers. Advanced Learning, Englewood, CO, 2005.
Zmuda, Allison, and Violet Harada. Librarians as Learning Specialists: Meeting the Learning Imperative for the 21st Century. Libraries Unlimited, Westport, CT, 2008.
["Assessment" Bibliography generously prepared by OCM BOCES School Library System, Judith Dzikowski, Coordinator, Mary Tiedemann, Library Media Specialist]
Mueller, J. Authentic Assessment Toolbox. How to text for creating authentic tasks, rubrics, and standards for measuring and improving student learning, covering tasks, rubrics, portfolios, tests.
OCM BOCES School Library System Partners in Achievement: Libraries and Students (PALS)
Improving Student Achievement through Data Use for Library-Media Specialists
PALS is designed to develop the capacity of Library Media Specialists (LMS) and Teacher Partners to increase their understanding of data analysis, NYS Learning Standards and AASL (American Association of School Libraries) Standards for the 21st Century Learner, Web 2.0 technologies, assessments and instruction. http://www.librarymediaconnection.com/pdf/lmc/reviews_and_articles/featured_articles/Dzikowski
Partnership for 21st Century Skills
Assessment: A 21st Century Skills Implementation Guide
Guiding recommendations, promising directions, action steps that can be taken to move states, districts and schools towards ensuring that students will be prepared for success,
TRAILS - Tools for Real Time Assessment of Information Literacy.
A knowledge assessment with multiple-choice questions targeting a variety of information literacy skills based on sixth and ninth grade standards. This Web-based system was developed to provide an easily accessible and flexible tool for library media specialists and teachers to identify strengths and weaknesses in the information-seeking skills of their students.
[Photo credit: New York Library Association]