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MEASURING STUDENT SUCCESS IN THE LIBRARY INFORMATION AND TECHNOLOGY PROGRAM
Colet BartowMontana Office of Public Instruction
WLMA/WALE ConferenceFriday, October 15, 2010
Mission: To ensure that students are effective users and producers of ideas and information.
Talk to Your Friends:
What does this mission mean to you?
Three Essential Functions of Teacher-Librarians:
• Information Literacy and Technology Instruction• Reading Advocacy• Information Services and Management
Talk to Your Friends:
Describe your current role as teacher-librarian.
Describe your desired role as teacher-librarian.
Teacher-Librarian as Teacher
What is the relationship between…?
• Curriculum • Assessment • Content Standards• Instruction
Assessment
Curriculum
Instruction
Putting the Pieces Together
Standards
ESSENTIAL LEARNING EXPECTATIONS
Washington State Educational Technology Standards
Common Core State Standards for English Language Arts and Mathematics
Task Definition Information Seeking Strategies
Location and Access Use of Information Synthesis Evaluation
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Big6™ and Common Core State Standards College and Career Ready Anchor Standards
Reading Writing Speaking & Listening
Curriculum
Not an add-on . . .
Montana Content Standards: Information
Literacy/Library Media
Benchmark (Grade 4)
Big6™ Skill Montana Content
Standards: Communication Arts
Montana Content Standards:
Social Studies, Science
Montana Content Standards:
Technology, Workplace Competencies
1. Students identify the task and determine the resources needed.
Define the problem. 1. Task Definition 1.1 Define the information problem.
5.2 select appropriate topics and generate topic sentences that indicate the writer's purpose for writing 5.10 use information problem solving process to research a topic
SS 1.1 identify and practice the steps of an inquiry process (i.e., identify question or problem, …) Sc 1 Students, through the inquiry process, demonstrate the ability to design … scientific investigations. Sc 5.3 simulate scientific collaboration by sharing and communicating ideas to identify and describe problems
T 1.1 identify and investigate a problem and generate possible solutions WC 5.2 solve problems both individually and with others
Identify the types of information needed.
1.2 Identify information needed.
5.10 use information problem solving process to research a topic
SS 1.1 identify and practice the steps of an inquiry process (i.e. … locate … potential resources, …) Sc 1 (Rationale): Students must understand the process of science—how information is gathered …
WC 5.1 identify and select information sources using technology
Choose from a range of resources.
2. Information Seeking Strategies 2.1 Determine all possible sources.
5.10 use information problem solving process to research a topic
SS 1.1 identify and practice the steps of an inquiry process (i.e. … locate and evaluate potential resources, …)
T 1.2 collect data and information using digital tools WC 3.1 identify a variety of sources that provide workplace information
Janet Murray, Achieving Educational Standards Using the Big6™ (Linworth, 2008).Reprinted with permission from “What is the Big6?” The "Big6™" is copyright © (1987) Michael B. Eisenberg and Robert E. Berkowitz. For more information, visit: http://www.big6.comMontana Content and Performance Standards: Information Literacy/Library Media Alignment Matrix. http://www.opi.mt.gov/PDF/libmedia/ILLM_Big6_Align.pdfMontana Content Standards and Performance Descriptors. http://www.opi.mt.gov/Curriculum/Index.html?gpm=1_8#p7GPc1_8
Talk to Your Friends:
At what level of development is your district’s Information Literacy Curriculum?
Assessment
A process not an event
Formative Assessment• Assessment FOR Learning
– Purpose: Provide ongoing feedback to improve learning
– Timing: During the learning segment
(Burke, Kay. Balanced Assessment: From Formative to Summative. Bloomington, IN: Solution Tree, 2010)
Task
Defi
nitio
n: D
efine
the
info
rmati
on p
robl
em.
Science Grade Level Expectations
(http://www.opi.mt.gov/pdf/standards/09ScienceELE.pdf)
Grade 1 Grade 4 Grade 8 Grade 12
Content Standard: MT Science Standard 1: Students, through the inquiry process, demonstrate the ability to design, conduct, evaluate, and communicate results and reasonable conclusions of scientific investigations.
B. Write a testable question with teacher guidance E. Identify the purpose of the investigation
A. Ask a testable question using observations and prior knowledge D. List a step-by-step procedure for an investigation
A. Compare testable vs. non-testable questions B. Write a testable question for an investigation E. Distinguish between a testable question and a testable hypothesis F. Write a testable hypothesis for an investigation
A. Identify the various applications of scientific investigations (explore new phenomena, check on previous results, to test how well a hypothesis predicts, and to compare hypotheses) B. Identify a testable question E. Write a testable question
TD Focus: Approach Students highlight question words and punctuation: model for class, group-generated question, pair-generated questions. Students highlight lesson- specific vocabulary
Students use Lab Report form to list possible testable questions and describe investigation procedure. Resource: Problem/Solution Graphic Organizer http://www.sdcoe.k12.ca.us/score/actbank/tprobsol.htm
Students Complete Long-term Investigation Project (Science Fair) Resource: Big6 Turbo Tools http://www.big6.com/2004/01/21/big6-10-begin-well-to-end-well-how-to-teach-task-definition-skills-with-big6-turboplanner/
Students Complete Long-term Investigation Project (Science Fair)
Sample Assessment Evidence and Criteria:
Student written or dictated question(s) using appropriate question words and vocabulary. Checklist Criteria: 1. Accuracy-correct question words/punct./vocab highlighted 2. Completion-all question words/punct./vocab underlined
Lab Report Science Rubric http://www.exemplars.com/media/pdf/rubrics/science_rubric.pdf State Science Test Results
Lab Journals Summary of Findings
Science Fair Checklist: http://www.big6.com/go/wp-content/2008/02/Science_Fair_Checklist.pdf Performance Assessment Teacher Observation www.TRAILS.org for Summative Assessment
LEARNING EXPECTATIONS
INSTRUCTION
ASSESSMENT
Summative Assessment• Assessment OF Learning
– Purpose: Evaluate final efforts to prove learning
– Timing: At the end of the learning segment
(Burke, Kay. Balanced Assessment: From Formative to Summative. Bloomington, IN: Solution Tree, 2010)
Talk to Your Friends:
How is information and technology literacy assessed in your school?
Performance Rubrics
Science Grade 1 ExampleGrade 1
Content Standard:MT Science Standard 1: Students, through the inquiry process, demonstrate the ability to design, conduct, evaluate, and communicate results and reasonable conclusions of scientific investigations.
B. Write a testable question with teacher guidanceE. Identify the purpose of the investigation
TD Focus: Approach Students highlight question words and punctuation: model for class, group-generated question, pair-generated questions. Students highlight lesson- specific vocabulary
Sample Task Evidence and Criteria: Evidence: Student written or dictated question(s) using appropriate question words and vocabulary. Checklist Criteria:1. Accuracy-correct question words/punct./vocab highlighted2. Completion-all question words/punct./vocab underlined
• A. listen and retell problem or task with errors • B. retell few keywords• C. listen and retell the topic omitting most details• D. listen to the steps needed to solve the problem or task with frequent
redirectionNovice:
• A. listen and retell problem or task with limited details• B. retell some keywords• C. listen and retell the topic with limited details• D. listen to the steps needed to solve the problem or task with some
redirection
Nearing Proficiency:
• A. listen and retell problem or task• B. retell keywords• C. listen and retell the topic• D. listen and retell the steps needed to solve the problem or taskProficient:
• A. listen and retell problem or task with insight and detail• B. retell keywords with enriched vocabulary• C. listen and retell the topic with elaborate detail• D. listen to and anticipate the steps needed to solve the problem or task Advanced:
Reporting
Report Example
Novice:•A. listen and retell problem or
task with errors •B. retell few keywords•C. listen and retell the topic
omitting most details•D. listen to the steps needed to
solve the problem or task with frequent redirection
Nearing Proficiency:
•A. listen and retell problem or task with limited details
•B. retell some keywords•C. listen and retell the topic with
limited details•D. listen to the steps needed to
solve the problem or task with some redirection
Proficient:•A. listen and retell problem or
task•B. retell keywords•C. listen and retell the topic•D. listen and retell the steps
needed to solve the problem or task
Advanced:
•A. listen and retell problem or task with insight and detail
•B. retell keywords with enriched vocabulary
•C. listen and retell the topic with elaborate detail
•D. listen to and anticipate the steps needed to solve the problem or task
MT Science Standard 1: Students, through the inquiry process, demonstrate the ability to design, conduct, evaluate, and communicate results and reasonable conclusions of scientific investigations.
B. Write a testable question with teacher guidance
Assignment/Activity Task Criteria Score/Performance Level
Oct 10 Question Words Activity
1. Accuracy-correct question words/punct./vocab highlighted2. Completion-all question words/punct./vocab underlined
2/Nearing Proficient
Oct 12 Science Vocab/Question Activity
1. Accuracy-correct question words/punct./vocab highlighted2. Completion-all question words/punct./vocab underlined
2/Nearing Proficient
Oct 14 Science Question Activity
1. Accuracy-correct question words/punct./vocab highlighted2. Completion-all question words/punct./vocab underlined
3/Proficient
Student Name:
Resources to Help You Help Your Child:
www.big6.comwww.nsta.orgEtc.
Information Literacy Performance Criteria:
Novice:•B. Student, struggles to generate appropriate questions with teacher guidance.
Nearing Proficiency: •B. Student generates questions with teacher guidance that may or may not be testable.
Proficient: •B. Student generates a testable question with teacher guidance
Advanced: •Student generates a testable question without teacher guidance.
Science Performance Criteria:
Talk to Your Friends: 1. Are information and technology literacy standards a
part of quarterly/semester reporting?
2. How could you use standards-based performance rubrics to begin assessing and reporting student learning of information and technology literacy standards?
Checklist:Know the learner standards.
Use your Advisory Team to inform/influence teachers to implement learner standards.
Analyze released items from state tests to target information and technology literacy standards in content areas.
Develop standards-based rubrics to assess student learning.
Develop a standards-based reporting tool to communicate student learning with students and parents/guardians.
What is your plan?
Monday, the first things I’m going to do are ________________________________________________ ________________________________________________ ________________________________________________
For the rest of the school year, I’m going to work on ________________________________________________ ________________________________________________ ________________________________________________
For next year, I’m going to work on ________________________________________________ ________________________________________________ ________________________________________________
What have we learned today?
20 words or less
Vision of 21st
Century Teachers
Mission: To ensure that students are effective users and producers of ideas and information.
Colet BartowLibrary-Information Literacy Specialist
Wiki: www.opi.mt.gov/groups/mtl