Tools for Assessment: Information Literacy

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Tools for Assessment Information Literacy

• Nancy White, Media Services Specialist
• Academy School District 20

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Assessments Why?

• Inform the teacher
• How students performed to assign a grade
• What needs re-teaching

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AssessmentsAlso

• Provide students with information about their
  performance that can promote their learning
• Motivate students to study or apply themselves
  because they know they are to be evaluated.
• Provide teacher-librarians with data to evaluate
  the effectiveness of their instruction

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Assess What? -Product

• Traditional Assessments
• Content Knowledge
• Organization
• Presentation

Summative Assessment
Summarizes what has been learned.
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What about the Process?

• Research process
• Information Literacy Skills
• Use of Tools
• The Three Cs of 21st Century Learning
• Collaboration
• Communication
• Creative Problem Solving

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Process

• Information Literacy
• Identifying Information Need
• Questioning
• Accessing Information
• Evaluating Information
• Using Information
• Synthesizing
• Communicating the Solution

Problem Solving
Critical Thinking
Inquiry
Questioning
Information
Data
Wisdom
Knowledge
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How can we assess the process?
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Formative Assessment

• Good assessment starts with a clear purpose
• inFORMS instruction (teacher)
• inFORMS students what they know and dont know
  or how to do

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Formative AssessmentExamples

• Think-Pair-Share Activity
• Student Summarizes Information
• Interview students/conferencing
• Research journal
• Observation checklist
• Student checklist
• Student self-evaluation

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What Should Be Assessed?

• Standards Benchmarks
• What do you want students to know and be able to
  do?
• What will you be teaching specifically?

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Example Standard 2

• The information literate student evaluates
  information critically and competently.
• By the end of 5th grade Evaluate and select
  relevant and comprehensive print and electronic
  materials as they pertain to information needs

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ET-IL Standard 2

• The information literate student evaluates
  information critically and competently.
• By the end of 5th grade Evaluate and select
  relevant and comprehensive print and electronic
  materials as they pertain to information needs

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Standards Benchmarks to Rubrics

• Where should I look?
• What criteria will you highlight?
• What should I look for?
• The descriptors of degrees of quality in meeting
  the criteria
• Answer this What does success look like?
• Quantitative? Or Qualitative?

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ET-IL Standard 2

• The information literate student evaluates
  information critically and competently.
• By the end of 5th grade Evaluate and select
  relevant and comprehensive print and electronic
  materials as they pertain to information needs

Qualitative
Quantitative
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ET-IL Standard 2

• The information literate student evaluates
  information critically and competently.
• By the end of 5th grade Evaluate and select
  relevant and comprehensive print and electronic
  materials as they pertain to information needs

Qualitative
Quantitative
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When should students be assessed?

• Formative Daily
• Summative Each project/inquiry One part of the
  total grade Research PROCESS
• End of 8th grade and beyond

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Examples of Assessments

• Learning Journal
• Self-evaluation - reflection
• Checklists
• PBL Checklists
• Rubrics
• CDE Rubrics
• High School Rubric (Joyce Valenza)
• Rubistar
• Portfolios

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Types of Process Assessment

• Portfolios
• Not just end products but how students arrived at
  their end products.
• Diagnostic tool for the class as a whole as well
  as for individual students.
• Uncover problems needing attention in many areas,
  such as skill development, written expression,
  collaboration with others, and growth in ability
  level.
• Best used as a self-assessment tool

http//www.phschool.com/professional_development/a
ssessment/portfolio_based_assess.html
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Characteristics of Good Assessment

• The content of the tests (the knowledge and
  skills assessed) should match the teacher's
  educational objectives and instructional
  emphases.
• The test items should represent the full range of
  knowledge and skills that are the primary targets
  of instruction.
• Expectations for student performance should be
  clear.

NCREL http//www.ncrel.org/sdrs/areas/stw_esys/4a
ssess.htm
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Explore the Tools Work on Rubrics

• What should students know and be able to do?
• What would demonstrate excellence?
• What level of importance should ET-IL be given?