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Practical Applications of Assessment: A K-20 Dialogue

Practical Applications of Assessment: A K-20 Dialogue. Carol Hansen, Weber State University Shaun Spiegel, Weber State University Nan Allsen, Sanpete High School. Today’s Objectives. Attendees will be able to Better plan for assessment Student learning Information literacy programs

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Practical Applications of Assessment: A K-20 Dialogue

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  1. Practical Applications of Assessment: A K-20 Dialogue Carol Hansen, Weber State University Shaun Spiegel, Weber State University Nan Allsen, Sanpete High School

  2. Today’s Objectives • Attendees will be able to • Better plan for assessment • Student learning • Information literacy programs • Practice developing outcomes and assessments • Recognize shared information literacy goals K-20 • Engage in statewide planning for information literacy across the K-20 curriculum • Web Gallery: http://faculty.weber.edu/chansen/ula04/

  3. Overview • Of the 802 public schools in Utah, 711 are traditional. • Of the state’s 581 certified library media teachers , 294 are currently holding a library position. • 417 school libraries are operated by non-certified library aides. • Northwest Accreditation • Utah State Core Curriculum

  4. Kuhlthau Study • How school libraries help children learn • 99.4% of students in grades 3-12 believe school libraries and library services help them become better learners • Library is not “a passive space where students go to get information”… they are “actively engaged as learning instructional centers”

  5. AASL and ACRL Standards • Sharing common goals (see handout)

  6. Assessment: Things to Consider Beforehand • What is it? • Why do it? • School perspective • Academic perspective • Resistance?

  7. Assessment Planning: Five Questions for Assessment Design • What do you want the student to be able to do? • What does the student need to know in order to do this well? • What activity will facilitate the learning? • How will the student demonstrate the learning? • How will I know the student has done this well? Deb Gilchrist’s model

  8. The Big Six • Task definition (What needs to be done?) • Information-seeking strategies (Which resources can I use?) • Location and access (Where can I find these resources?) • Use of information (Which information shall I use for these resources? • Synthesis (How can I share what I learned?) • Evaluation (How will I know I did my job well?) • Berkowitz/ Eisenberg Model

  9. What do you want the student to be able to do? (OUTCOME) • Example: Students will be able to formulate a thesis statement in order to articulate the purpose and scope of their research.

  10. What does the student need to know in order to do this well?(CURRICULUM) • Students need to know the requirements of the research project. • Students need to know what a thesis statement is. • Students will need to know how the thesis statement fits into the research process.

  11. What activity will facilitate the learning?(PEDAGOGY) • Students will brainstorm for topic ideas. • Students will look at a variety of resources. • Students will prepare a draft thesis statement. • Students will refine thesis statement based on instructor and/or peer input.

  12. How will the student demonstrate the learning?(ASSESSMENT) • Students will submit a focused thesis statement.

  13. How will I know the student has done this well? (CRITERIA) • Thesis statement is adequately focused. • Thesis is sufficiently complex, and appropriate for the assigned research project. • rubrics

  14. Activity: Small Groups • Example of developing assessment design • Develop your own scenario • Go through the 5 questions and/or Big 6 • Develop measurable outcomes • Define IL as a skill set and a pedagogy • Incorporate a strategy that will enable students to successfully complete the project • Present your scenarios

  15. Using Outcomes & Assessment to Improve Teaching & Learning • Building partnerships (with schools) • Expanding your program across the curriculum (K-12)

  16. Programmatic Planning • What do you want your program to be able to do? • How do you know you have a good program? • Use ACRL Best Practices or Kuhlthau profiles to write a program plan

  17. Future Cooperation • How can school and academic librarians in Utah best work together to promote information literacy learning? • Statewide initiative ideas – next steps? • LSTA grant possibility • ACRL immersion program • California, Ohio, Pennsylvania, Alaska…. • Let Carol, Shaun, or Nan know if you are interested!

  18. Conclusion • Student learning is at the heart of all assessment • Identifying and assessing learning outcomes can help increase student learning • Information literacy needs to be a formal program with lots of partners • Statewide initiatives can be successful

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