Reassessing the Assessment

Thompson, Ayana

CA-Assessment Strategies

Madda, M.J. (2016, April 20). Reassessing the Assessment: How High-Stakes Testing Inhibits K-12 Innovation. Retrieved from https://www.edsurge.com/news/2016-04-20-reassessing-the-assessment-has-high-stakes-testing-inhibited-k-12-innovation

Summary: Discusses how ESSA provides opportunities for flexibility in assessment where NCLB did not.  There ought to be assessments to measures 21st century learning skills as well as traditional standardized measures of content area knowledge.

Rating: I think this article provide a balanced perspective of why both methods of assessment are needed and equally usually in assessing learning.

How we can assess in a 21st century learning environment

Ramos, Tara

CA

Barnes, M. (2016). SE2R can revolutionize how we assess learning.  Retrieved from

http://www.advanc-ed.org/source/se2r-can-revolutionize-how-we-assess-learning

Summary: This article gives an idea of how assessment can work in a 21st century learning atmosphere.  Mark Barnes, author of the book Assessment 3.0 proposes that narrative feedback is most useful to student learning and he suggests teachers use his SE2R model for providing that feedback.  The SE2R model can be summarized as follows:

• Summarize- the evaluator gives a short statement about what was accomplished with the work
• Explain- the evaluator explains what learning was demonstrated and/or what was missing  
• Redirect- when learning outcomes are not demonstrated, the evaluator redirects students to prior learning, to resources or to seek help from teachers or peers.   
• Resubmit- Students are asked to resubmit their work after making changes.  

Evaluation: I found the SE2R model to be very helpful and I feel that it aligns very well with the type of learning experiences and environments that we are building in the INFO 250 course.  We must not let assessment fall by the wayside as we create 21st century learning experiences.  Narrative feedback and the chance to resubmit goes hand-in-hand with the growth mindset that we are trying to foment.  It views learning as continuous and makes the point of learning learning, not a letter grade.  It also allows for each student to start at their unique starting point and grow as much as possible.  Lastly the SE2R model need not be only limited to teacher use, but students could also learn to use it as a tool to evaluate their own and their peers' work.  I highly recommend this article and this author to others in the INFO 250 course.  

New Assessments Help Teachers Innovate in Classrooms

Eric Sanderson

CA / IL

Jayson, S. (2016, October 13). New assessments help teachers innovate in classrooms [Blog post]. Retrieved from http://www.hewlett.org/new-assessments-help-teachers-innovate-in-classrooms/

Summary. In this post on the William and Flora Hewlett Foundation education website, Jayson reports on contemporary models of formative assessment associated with emerging best practices of 21st century learning and teaching. First, Jayson provides a snapshot of formative assessment using digital badges at Del Lago Academy in Escondido, California. Second, Jayson sketches out the development and introduction of periodic “performance-based tasks that can be done in an hour or less” at Two Rivers Public Charter School in Washington, DC. Finally, Jayson summarizes the efforts of Henry County Schools outside Atlanta, Georgia, to follow a “personalized learning model” in which “feedback is the focus.”

Evaluation. While this post does not provide detailed information about any of the formative assessment concepts described above, it is a useful introduction to 21st century curriculum and assessment models and to the variety of schools and districts implementing them. This post also provides a generalized overview of the need for reevaluating formative and summative assessment models during this time of transition in primary and secondary education.

Leadership: School Librarian Evaluation

CA

Moreillon, J. (2013). Leadership: school librarian evaluation. School Library Monthly, 30(2), 24-25, 59. Retrieved from: http://www.abc-clio.com/Portals/0/PDF/FeaturedArticles/LU/SLMFreeArticles/1113_v30n2p24_Leadership_Moreillon.pdf

Summary:

The implementation of Common Core influenced a review of teacher evaluations.  Teachers are evaluated on many aspects of their teaching including student achievement on standardized tests.  While school librarians are not specifically evaluated based on student assessment, they should be concerned about student success and how it can be achieved.  This article suggests that with the use of formal and informal assessments, such as pre- and post-tests, reflections, graphic organizers, and checklists, school librarians can accurately assess student learning and achievement.  It is also important for school librarians to practice self-assessment.  Some suggestions in the article for self-assessment include reflection on teaching, collaboration with teachers, professional development, outreach, collection access, leadership, and planning and evaluation.  The article even provides an example of a self-assessment, “School Librarian Self-Assessment: Five Roles of the School Librarian” as a resource for teacher librarians and school administrators.

Evaluation:

This article provides a guide to school librarians with specific standards that should be met based on the American Association of School Librarians (AASL) 21st-Century Approach to School Librarian Evaluation.  An emphasis in the standards is placed on the collaboration and co-teaching of school librarians with other teachers and faculty members.  Self-assessment and self-evaluation are important tools for any person to reflect upon if they want to become better.  The resource provided at the end of this article is a great tool to help school librarians initially self-assess themselves so that they can set goals for future improvement.

Calling for a United Front on Assessment FOR Learning

Maricar Laudato

CA-Formative and Summative Assessments

Dixon, M. (2009). Formative assessment practice, formative leadership practice, formative teaching practice, assessment of learning, assessment for learning, assessment as learning. New Zealand Principals' Federation Magazine, 15-17.

Summary:
In this article, Malcolm Dixon makes the case for the important distinction between Assessment of Learning and Assessment for Learning. In Assessment of Learning, administrative and governmental entities call for the collection of information that assess and compare the performance of students against a set of academic standards. Examples of Assessment of Learning would be the annual standardized tests that students would be required to take under the new Every Student Succeeds Act (2015). Dixon argues that the nature of Assessment of Learning does not enhance student understanding or improve the quality of learning. This is when Dixon proposes a simple switch in words from "of" to "for" causes a revolution when educators start moving towards Assessment for Learning. In this situation, teachers put the focus on asking students questions about what and how they learn and supports the developmental needs of a more Constructivist learning approach.

Evaluation:
I really liked reading Dixon's article; so much so that I searched Twitter to see if he had an account so that I could follow him but I couldn't find any (I try and follow library professionals that I admire and other organizations that align with my professional goals). His theories on formative assessment is probably the one I read that come closest to The Big Think theories. I liked how he was able to pack in some large theoretical ideas in relatively easy to understand language that was engaging. Plus, he used bullet-points throughout his article to underline major points and to visually break up the article in discernible chunks, which I thought was another great strategy to make his article more accessible to readers.

Going Gradeless: Student Self-assessment in PBL

 Leslie Fox

CA

Weyers, M. Going gradeless: Student self-assessment in PBL. (2016). Edutopia. Retreived from:

 http://www.edutopia.org/blog/going-gradeless-student-self-assessment-matt-weyers

Summary:

In this short article Matt Meyer explains his positive experience with going "gradeless" in his 6th grade PBL class.  Meyer's was inspired to try this new method after reading about Mark Barnes' ideas of using narrative feedback rather than grades to affect mastery of specific learning targets within a larger project context. Meyers describes his intention to promote learning, increase student's ability to metacognitively assess their own work against a set of standards. He details the plan to keep parents and administration in the loop as well as using Mastery Connect for formative assessments on a weekly basis.  Results include students asking in a continuous flood of emails "what can I do better?"

Review:

While at the time of writing this article, Meyers had only been trying this method for less than a quarter but his enthusiasm at his student's engagement in the process is definitely exciting and contagious. This article lays out a simple, but powerfully effective plan to begin getting students more engaged in learning. It also offers a breakdown of conferencing with students to find out what they believe they did well or need to do better. This system encourages deeper metacognitive thinking than doing work for a grade. While the idea of "gradeless" classes seems extreme and makes most teachers, administrators and parents extremely nervous, this article shows how incorporating self-assessment into larger units can benefit learning in the classroom. 

An Interview with Grant Wiggins: The Power of Backwards Design

Leslie Fox

CA

Johnson, B. (Nov 19, 2013). An interview with Grant Wiggins: The power of backwards design.

Edutopia. Retrieved from: http://www.edutopia.org/blog/interview-grant-wiggins-power-backwards-design-ben-johnson

Summary:

In this interview Ben Johnson talks with Dr. Wiggins, president of Authentic Education, about his thoughts on assessment. Grant Wiggins who co-wrote Understanding by Design with Jay McTighe, asserts that assessment should be central to instruction not an afterthought. The interview focuses on problems teachers face, especially in upper grades, of providing individual feedback  to guide instruction. Formative assessments are key, not just teaching to prepare students for the State tests. Wiggins points out that many teachers are still confused about summative and formative assessments. He claims that formative assessments "do not have to be elaborate." For example, focusing on the present, not looking back at what was taught, but where the student is now and that not everything needs to be graded to be formative assessment. When administrators are looking for evidence of learning success when they observe teachers. Preparing the evaluation first (backward design) may not be as easy for teachers as Wiggins had hoped, apparently, it’s not instinctual, however, teachers can be more effective in planning lessons when they at least think about the evaluation as they plan the lesson. Wiggins offers some examples of ways for teachers to perform simple summative assessment on a daily basis.

Evaluation:

This interview gives a refreshing and practical clarification of formative assessment. It also helped me understand more about an administrator’s role in assessing teachers when they observe. Assessments are necessary but can be seen as a tool used to teach, not just an end. Assessment does not have to be the enemy.

Frustrated With One-Shot Library Instruction?

Maricar Laudato

ET

Buchanan, Heidi E., & McDonough, Beth A. (2014). The one-shot library instruction survival guide. Chicago: American Library Association.

Summary:
In the introductory pages of this fairly short book, Buchanan and McDonough explain that they were pressed to write this book because of the great, and largely unmet need, for discussion on how librarians could improve "one-shot" library instruction sessions. This slim, 7-chapter book is only 124 pages, and it covers topics such as collaborating with teachers, classroom strategies to engage students' attention, how to make instruction student-centered rather than teacher-centered, and the importance of assessment.

Evaluation:
I think that this book is an excellent source for anyone working in school libraries. While I was thinking over what to classify this resource under (ET, CA, CO, or IL), it could have been all four! However, I deliberately chose ET because I feel that this book is a realistic response to the great amount of theory we have to absorb in our classes. Don't get me wrong, theory is great and is the reason for why school libraries are able to transform into innovative spheres of learning. However, this book was a reminder that "one-shot" library instruction is often the norm for most school librarians and we only get about 45-minutes to teach a class of 30 or so students. Also, we do not determine what the students learn, it is the teacher that provides librarians what they want the librarians to teach. It is a rare thing indeed for a teacher to want to collaborate with a librarian when it comes to planning lessons. Librarians are oftentimes not included in the curriculum planning process, thus making us less effective when we do teach such skills in a "one-shot" lesson. This book provides sample scripts on how to approach teachers so that librarians can gain insight into the lesson-planning process. It also gives tips on how to change traditional demo-like teacher-centered lesson plans into more collaborative student-centered learning experiences. Overall, I think that this "survival guide" does a good job of living up to its name.

California Public School Library Standards

      While exploring possible subjects for our blog reading, I stumbled upon qualitative gold!  The report, “Model School Library Standards for California Public Schools Kindergarten Through Grade Twelve” , located on the California Department of Education website reveals an inside look in the health and condition of California school libraries, but even more interesting; a review of California’s adopted school library standards. This adoption is dated back to two thousand and ten, but is still relevant and still needs a great deal of implementation. It is my hope for California, that grants are on the way to establish these standards in public schools across California. Four standards are outlined in the report, each standard classified by grade level. Standard 1 reviews how students access information. Including how to locate and use the library and the tools and resources available within the library. Standard 2, Students evaluate information. Standard 3, students use information. The student will organize, synthesize, create, and communicate information. Standard 4. Students integrate information literacy skills into all areas of learning (CDE, 2010). After reviewing the standards, it’s encouraging to know that the CDE values library services and is educated on current library practices and expectations. The report also stresses that schools that offer quality library programs demonstrate a direct correlation with improved academic scores. This report is a fantastic resource for librarians and MLIS students.

References

   http://www.cde.ca.gov/be/st/ss/documents/librarystandards.pdf

Model School Library Standards for California Public Schools Kindergarten Through Grade Twelve.

Adopted by the California State Board of Education September 2010

A review of: Statistics About California School Libraries

A review of: Statistics About California School Libraries

This is the annual data collection of trends pertaining to California School Libraries and the level of library resources made available to students from year to year.

This information isn’t derived from an article, but from the source that directly collected the information.  I reviewed quantitative data that’s been collected for the California Department of Education reflecting the 2013/2014 School Year to examine the availability and types of services offered to California students in grades K-High School.

According to the California Department of Education, in 2013-14, 4,273 California schools completed the survey representing 43 percent of schools (CDE). The CDE report shares, “The following statistical snapshot is based on these data as well as data collected by the California Longitudinal Pupil Achievement Data System (CALPADS) (CDE)”.

While the intentions of what California will do with this information is unclear, it is encouraging to learn library surveys have gone out to schools across the state.  Findings shared by the California Department of Education show that, California continues to rank at the bottom of professional library staffing numbers. In 2012, the California ratio was 1:7,374 (2011-12 CBEDS Report) and in 2014-15 the ratio dropped to 1:7,187(CDE). Considering the size professional staffed deficit, I’m intrigued and curious as to why California ranks so low in areas of professional librarian support systems. What first comes to mind is the size of California. According to the California Department of Education Fingertips Facts on Education, there are 6,235,520 students in grades K-12^th in the state.  Student to educator ratios in general are often compromised, and teacher librarians as important and valued as they may be, are low on the list of improvements for quality the state desires. Another factor that might influence these low rankings can come from the specific requirements Teacher Librarian Service Credential holders are required to have. These requires are in addition to the standard Teaching Credentials these educators must have. In many instances the pay for teacher librarians offers little compensation for amount of extra education and training required to obtain this specialized credential.

Another area of interest in this report, is the acknowledgement of print material as well as web-based. The need for print material is connected to the Common Core State Standards. This condition, validates the significance of having a credentialed teacher librarian as part of the team to increase the quality of student educational experience. 

Since 2011, a steady decline of teacher librarians work in California Public Schools. In my research experience, this decline correlates with state budget cuts. The question isn’t if California can increase the quality of their libraries for students, but when. Many new grants are becoming available within the state to improve California public school libraries.

Statistics About California School Libraries

This is the annual data collection of trends pertaining to California School Libraries and the level of library  resources made available to students from year to year.

Thursday, October 8, 2015

http://www.cde.ca.gov/ci/cr/lb/schoollibrstats08.asp

 Questions:   Curriculum Frameworks and Instructional Resources Division | CFIRD@cde.ca.gov | 916-319-0881

Last Reviewed: Thursday, October 8, 2015