Student

Assessment in the School Library Media Center

What is student assessment?
Student assessment is the evaluation of a students skills, a process involving collecting data and then evaluating the data to interpret what a student has learned. Assessment of student learning is now an important aspect of the multiple roles of the 21st century librarian. With budget cuts during recent difficult economic times severely affecting education, assessment is a means of demonstrating the value of school librarians and their contribution to student learning. Many researchers have shown repeatedly that school libraries increase student achievement. School Libraries Work! (Scholastic Research, 2008) summarizes results from 19 states, all showing a clear correlation between student achievement and school libraries. Just recently, Kachel and Lance (2013) discuss a research study conducted in Pennsylvania demonstrating a strong relationship between having a certified school librarian and student success on standardized state tests. But, using statistics on student achievement is not enough. We need to demonstrate through our own assessments our relevance and impact on student learning. Assessment provides a tangible means of documenting what a student has learned. As Todd (2003) notes in School Libraries and Evidence: Seize the Day, an evidence-based approach allows the school librarian to collect evidence to demonstrate how the school library program makes a difference in school learning outcomes. With assessment, we have student-focused data that can support and defend our positions as one which positively impacts student learning. Student Assessment by Stephanie M. Flaherty [Type the date]

 There are multiple tools for assessment. Harada and Yoshida (2010) suggest several including graphic organizers, K-W-L charts, matrices, checklists, logs, and exit passes. Determining which of these different types of assessment tools to use depend upon multiple factors: For instance, What are you trying to access? What are the learning goals? Harada and Yoshida (2010) also suggest designing the tool to facilitate instruction and support independent learning. (p. 19). This is important because it implies that the tool be designed around the project or assignment. Each assignment will have different learning goals, but when school librarians are involved in the development of the tool, we can ensure that the assessment shows evidence of critical thinking and deeper understanding and demonstrate the connection to information literacy standards. Even simple tools such as the K-W-L chart organizes students thinking, guiding them to consider what they know, what they would like to learn and then clarifies what that have learned. The end product then provides the school librarian with solid data demonstrating student learning and success.

Evidence of assessment observed

I have not seen student assessment tools being used in my official cooperating school. This is likely due to multiple reasons, one of which being there is minimal collaboration between the classroom teachers and the library media specialist. While student assessment of the library media lesson is possible without collaboration, if the lessons are meaningful and related to the curriculum, assessment is more relevant and provides the evidence of practice Todd (2003) encourages when it is evaluating a project or assignment not taught in isolation. Student Assessment by Stephanie M. Flaherty

 There is a lesson that I believe student assessment involving the school librarian would have been appropriate and beneficial. In reviewing the curriculum for the marking period, the media specialist was aware that the second grade classes were learning to distinguish between natural and man-made geographic features. The media specialist prepared the media/information literacy lesson suggested in the district curriculum planner to teach the second grade students how to use Google Maps. The lesson had students exploring land features using this web-based program. The media specialist demonstrated how to search for a location, how to change between map and satellite view and how to expand out from a current view. The students performed the activity, but it was obvious, in observation, they did not make the connection between searching various views using Google Maps and distinguishing between natural and man-made features. There was no direction given to the students to search for natural and man-made geographic features as they explored Google Maps, nor was there direction to distinguish and document features as they searched and explored. If the students had been given a graphic organizer to use to guide their exploration, then the confusion could have been minimized as the students could have been given tasks to complete as they finished the organizer categories. A graphic organizer could have been easily designed to direct students to search for both natural and man-made features on Google Maps and then identify the features with pictures or text. The school librarian could have created such a tool for the students to complete as they navigated the program, identifying features as they searched. This simple tool would have provided a documented way to demonstrate student understanding of the topic as well as demonstrate their Student Assessment by Stephanie M. Flaherty [Type the date]

 ability to navigate Google Maps, thereby making a strong connection between the media lesson and the larger school curriculum.

References
Harrada,V.H. and Yoshida, J.M. (2010). Assessing for Learning: Librarians and Teachers as Partners. Santa Barbara, CA: Libraries Unlimited Kachel, Debra E, and Lance, K.C. (2013) Librarian Required. School Library Journal 59(3). 28 School Libraries Work! Research Foundation Paper. (2008). Danbury, Connecticut. Scholastic Library Publishing. Accessed April 10, 2013 from: http://www.scholastic.com/content/collateral_resources/pdf/s/slw3_2008.p df Todd, R. J. (2003). School Libraries & Evidence: Seize the Day, Begin the Future. Library Media Connection, 22(1), 12-18. Wallace, V., & Husid, W. (2011). The Achievement-Assessment Link. Library Media Connection, 30(2), 10-11.

Student Assessment by Stephanie M. Flaherty