Module 3: Supporting Educators & Development Assessments

 

Module Objectives

  • Develop an assessment to measure learner growth.

Think

  • Chapter 12: Measuring Learning Growth (pp. 129 – 146) from American Association of School Librarians. (2018). National School Library Standards for Learners, School Librarians, and School Libraries. Chicago, IL: American Librarian Association.
  • Chapter 13: Assessment of Student Learning (pp. 242 – 257) from Donham, J., & Sims, C. (2020). Enhancing teaching and learning: A leadership guide for school librarians. American Library Association.
  • Module 16: Building Relationships with Individuals from Hughes-Hassell, S., Rawson, C. H., & Hirsh, K. (2019). Project READY: Reimagining equity and access to diverse youth [online curriculum]. https://ready.web.unc.edu/

Choose one or more of the following:

Create

Step Three: Develop Your Assessments

Using a backward design method of instructional design, it is now time to develop the assessments that align with the learning outcomes. Learning outcomes may each be assessed in a separate way or combined into a single assessment. Developing the assessment involves designing the learning task and creating the rubric, checklist, observation protocol, or other metric that will be used to assess learners.

In our example, Mary and George design two assessments. The first one asks learners to write a research question for their science fair project that can be investigated using the scientific method. For this assessment, which measures standard I.A.1, learners either pass or fail.

In the other assessment, learners' project boards are assessed. In this one, a rubric is used, like this one:

Criteria

Emerging

Basic

Proficient

Types of sources (IV.A.3)

 

There are less than three types of sources included in the references.

 

There are at least three types of sources included in the references.

 

There are at least three types of sources included in the references. At least one is from a library database.

 

References List (VI.B.1)

 

Citations are missing information.

 

Citations are complete. Formatting needs some work.

 

Citations are complete and formatted correctly.

 

In Text References (VI.B.1)

 

Not all information is cited.

 

All information is cited, but citations are not formatted correctly.

 

All information is cited and citations are formatted properly.

 

 

This is a collaborative project, and you may not have complete control of the assessments. Teachers may have assessments they already use and are unwilling to modify. Do the best you can with what you have. 

If you need guidance, consult your mentor. You may also find the following helpful for the Berkeley Center for Teaching & Learning: Rubrics, Design Effective Assessments, and Example Assessment Approaches.

Submit the following information to your instructor:

  • What assessments are used in the lesson / unit?
  • Were you able to collaboratively draft assessment(s)? If so, please attach them.
  • If you were not able to collaboratively draft assessments, why do you think that was?
  • Complete this collaboration chart that indicates what each educator will do during the learning activities.

Activity

Collaboration Model

Librarian

Classroom Teacher

Example:

Research Questions

One teach, one assist

Provide direct instruction; co-assess learner questions

Offer 1-to-1 support to learners; co-assess learner questions

 

 

 

 

 

 

 

 

 

Share

In the Module 3 discussion forum, add to the discussion around the following prompts. Do not create a new thread, but rather continue the discussion your classmates have started. You may still reply to a specific classmate. 

  • Does your school library prioritize forming positive relationships with youth? With other educators? How so? If not, what sort of training, resources, or support do you need to improve those relationships? How does the culture of the school play a role?

In the Resource forum, share the item you explored from the Think and then reflect on your choice by answering three of the following questions.

  • How has my prior experience and personal values influenced my understanding of this topic?
  • What are other theories of this topic that might provide me with a different viewpoint?
  • How could my education colleagues support me or collaborate with me in learning more about this topic?
  • What new information did I learn? What questions do I have?
  • How could I apply this information to my practice?
  • If you disagree with the information presented, how so? Why?
  • What opportunities / challenges could this information lead to?

Respond to three or more of your classmates in either discussion forum.

Grow

Continue your Project READY journal.