Sessions will be used in various ways to gather infomation about the knowlege base.
Sessions used as exit survey of student outcomes of understanding and performance.
The following assessment strategy examples are from
Information Power: Building Partnerships
(AASL & AECT, 1998a) as written in the MSLA Media Program Standards for 21st Century Learning:
Students are given a checklist at the beginning of a research activity with clear criteria for
learning expectations. This guide helps them pay attention to all the aspects of the research
process and product expectations. Students perform better when they clearly understand the
goals of the learning experience.
Rubrics are a scaled set of criteria clearly defining for student and teacher the range of
acceptable and unacceptable performances for the research project. Its purpose is to provide a
description of levels of performance. The language of the criteria must precisely define
actions in terms of what the student actually does to demonstrate skill or proficiency at that
level. Students have been shown to perform better when they have models and can compare
their performance to a standard (p. 177).
As students research, the classroom and library teachers inquire about progress by asking
questions specific to the students' task, so that specific feedback and guidance can be
provided to them. More formal conferencing can occur at the end of a teaching sequence
where students are asked questions that engage them in reflecting on their work, identifying
what went well, and determining what they would change given the opportunity (p. 178).
This assessment tool is used to require students to focus on the process as well as the content
of their research. Brief journal entries, as research progresses, can give a sense of how
students are doing, provide information to improve instruction, and help students know
where to begin at their next research session.
In this cumulative process of assessment, samples of student work are collected over a period
of time to demonstrate the learning that has taken place. While the classroom teacher has
primary responsibility for portfolio assessment, the library teacher contributes to the
development of portfolio evaluation criteria, to the design of the assessment tasks, and to
helping the students in their critical analysis of their research and product. Library teachers
provide an important additional perspective on student learning that can encourage learners
to improve their performance (p. 180).