Previous by Date | Next by Date | Date Index
Previous by Thread | Next by Thread
| Thread Index
| LM_NET
Archive
| |
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 >