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I am perplexed and concerned...
If the teacher-librarian or library media specialist is developing units
of student with classroom teachers and team teaching them, how does one
opt out of the assessment process? We know that information
problem-solving is learned best when integrated with classroom
instruction by both teacher and teacher-librarian. Are we saying that we
don't assess with teaching colleagues or just that we don't assign a
"grade". Portfolio assessment holds enormous possibilities for us--a
wonderful way to integrate product/process thinking and approaches. Let's
not remove ourselves from this critical teaching function.


Ken Haycock
School of Library, Archival and Information Studies
The University of British Columbia
831-1956 Main Mall, Vancouver, BC  V6T 1Z1
Voice: 604-822-4991  Fax: 604-822-6006
Internet: haycock@unixg.ubc.ca

                **************************************************
                Preparing Professionals to Exercise Leadership in
                Planning, Implementing and Promoting the
                Preservation, Organization and Effective Use of
                Society's Recorded Information and Ideas
                **************************************************


On Fri, 4 Nov 1994, Meadville Jr. High School wrote:

> Dear Friends,
>         I went to a workshop on Portfolio Development last night.
> As a librarian I am not  directly involved in the grading process; however,
>  I would like to develop a collection of materials that would help my
> teachers.  I will post a Hit List on this topic.   What I would like are
> examples of:
> Portfolio Assessment Criteria in any subject area.  My science teachers are
> especially interested in seeking a model.  We are in our first wave of OBE.
> THANKS AND THANKS AGAIN FOR YOUR HELP
> Sent responses to:
> Cheryl Tunno
> meadjh@iu05trc.trinet.k12.pa.us
>


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