TARGET: Assessment and the School Librarian

[Laura Brooks <laubrooks@DCA.NET>]

Hello,

I'm currently completing a (virtual) field-study requirement for an
education course in the school library media certification program at
Drexel University. I have written six questions that require reflection
on the role of the school librarian in student assessment; please simply
click on reply, type in your responses, and e-mail them to me. If you
prefer, I can send them to you privately as an MS Word attachment. I
appreciate your time and effort. Given the different professional climes
in other countries, it would be especially great to hear from our
colleagues Down Under! If there is adequate interest, I will post a hit.
Thank you!!

Laura Brooks
School Library Media Certification Candidate
Drexel University
College of Information Science and Technology
lb45@drexel.edu
laubrooks@dca.net

1. Do you think that school librarians should be formally or actively
involved in the assessment of student learning regarding research and
the ability to use information effectively (in accord with AASL or local
standards)?


2. Have you ever used a traditional point based rubric, or an
alternative assessment tool like the portfolio or a Research Log to
assess student learning in the media center? Would you be willing to
introduce or promote the values of alternative assessment for students,
teachers, and librarians?


3. How do you rate your involvement along the continuum of student
assessment from the informal, observational (private) level to a more
formal, evaluative (graded & shared) level? Please select either 1- 2- 3
with 1 representing most involved. Please explain your choice.


4. Researchers have indicated that AASL's Information Power Standards
share similar assumptions with the alternative assessment paradigm
currently in vogue with educators. These underlying assumptions
highlight the similarities that exist between the pedagogical goals of
both teachers and school librarians: the movement from student
regurgitation of facts to the effective use of information and critical
thinking. Do you feel that due to these similarities librarians have a
natural role or professional obligation in leading or participating
fully in alternative assessment?


5. If you feel left out of the assessment process in any way, please
share why you might wish to be involved or why you may desire to remain
uninvolved. What could you do to elicit receptivity from your
administration for more formal involvement in student assessment?


6. Do you feel comfortable suggesting to teachers that they might
consider alternative assessments or alternative performance based
learning activities (eg., recommend that a teacher require a project
other than the traditional research paper or that students choose the
most appropriate medium for presenting their research)? If so, have you
tried it and was the experience positive for you professionally?

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