Before publishing blog post #3, I thought I’d put down the notes I made prior to reading the assessment module. This will hopefully help me with Assignment #2, which includes commenting on how my ideas about teacher librarianship have changed through ETL401. I’m going to make these fairly brief, as that’s how they were on paper…
Assessing information literacy:
* Assessment falls into three main categories: diagnostic (working out knowledge and abilities prior to learning activities); formative (assessment carried out throughout learning to ensure students are on the right track and to identify areas for intervention); and summative (assessment at the end of a unit/task to determine whether students have met learning outcomes and to assist with reporting to stakeholders).
* Information literacy encompasses a range of skills, so assessment should target specific skills and abilities. Rubrics would help teachers and teacher librarians focus on what is being assessed and help students know what teachers are looking for.
* All assessments need a purpose. Assessment carried out by the teacher librarian would be to report to classroom teachers who would weave this into reporting to parents and other stakeholders.
* Inquiry learning can involve group work, therefore assessment should also cover working in teams.
* As the teacher librarian’s role includes teaching students to use varied print and electronic resources, students assessment should include location of information, sorting of information and presentation of information in a wide range of formats.
* Observation, conversations and student notes (or worksheets, depending on age) are important assessment tools.
* It is important that the classroom teacher and teacher librarian communicate effectively to ensure that students are able to transfer skills or receive assistance as necessary.
I am expecting to add a lot to this list.