Universal Design for Learning and School Libraries

Plummer, S.

CA – Assessment Strategies

Robinson, D. E. (2017). Universal design for learning and school libraries. Knowledge Quest, 46(1), 56 – 61. Retrieved from: http://libaccess.sjlibrary.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=124886372&site=ehost-live&scope=site

Summary: The article explores Universal Design for Learning and how it can be used to demonstrate knowledge and understanding of a subject through a variety of outlets. The article shares examples of various ways of delivering lessons to students with a range of learning needs.

Evaluation: What I like about this article is that it caters to non-traditional students and those who sometimes feel they are not strong academic performers simply because they have different learning styles. It includes a case study and template for research and multimedia collaborative activities.

Classroom Assessments

Bader, Devorah

CA – Curriculum and Assessments

Conderman, G. & Hedin, L. (2012). Classroom assessments that inform instruction. Kappa Delta Pi Record, 48(4), 162-168. doi: 10.1080/00228958.2012.733964 Retrieved from https://www.tandfonline.com/doi/abs/10.1080/00228958.2012.733964?journalCode=ukdr20

Summary/Abstract: Many techniques are suggested to gather continuous formative student assessment data and adjust instruction accordingly.

This is a very well written and useful article that gives concrete examples of many types of formative assessments and how to integrate them into a unit of learning.  It also touches on rules for creating assessment questions either in a formative assessment or summative assessment (i.e. multiple choice, T/F questions, etc.).



Microdocumentation of the Impact of Teacher Librarians on Teaching and Learning

Galang, Johnny


Loertscher, D. (2017, June). Microdocumentation of the impact of teacher librarians on teaching and learning. Teacher Librarian 44(5), 44-7.

This article describes the traditional and emerging roles of the teacher-librarian. The LIIITE model is described in detail. The author also asserts the importance of the teacher-librarian, but acknowledges that the value of teacher-librarians is not widely understood. As a result, Loertscher encourages documenting successful collaborations between TLs and classroom teachers.

This article helped me to better understand the LIIITE model. It will be interesting to see the outcomes of this ongoing research project.

Mason, Ariella


Briggs, S. (2014). 21 Ways to Check for Student Understanding. Retrieved February 11, 2018, from https://www.opencolleges. edu.au/informed/features/21-ways-to-check -for-student-understanding/

This article discusses ways to insure that what you are teaching is actually being learned by the students. It argues that tests should not be used as the only method of measuring understanding, and that understanding is best measured during the lesson. Some of the suggestions included: avoid yes/no questions, reflections, summarizations from students, analogies, and several more interactive methods.

I found this article very helpful in this class because we have to do exactly as it says, design methods for measuring understanding outside of the traditional assessment. It provides good ideas not only for the assessment portion of all of the projects, but also the Big Thinks.

Mason, Ariella


Carnegie Mellon University. (n.d.). How to Assess Students’ Learning and Performance. Retrieved February 11, 2018, from https://www.cmu.edu/teaching/ assessment/assesslearning/index.html

This resource provides teachers with suggestions for several different methods to assess student learning. It gives ideas on assignment creation, exams, concept maps, rubrics, and group work.

This resource will be helpful in the completion of projects, giving ideas for assessment that are different than traditional tests. I found it helpful, and would recommend it to others taking this course.

Formative Assessment for the Common Core Literacy Standards

Clem, Katy


Calfee, R., Wilson, K. M., Flannery, B., & Kapinus, B. (2014). Formative Assessment for the Common Core Literacy Standards. Teachers College Record, 116(11), 1-32. Retrieved from http://www.tcrecord.org.libaccess.sjlibrary.org/library/content.asp?contentid=17649

“Assessment for learning rather than testing of achievement”…yes! Outlines common core standards clearly; provides insight into formative assessment method for evaluating learning in a meaningful way.

The team of authors succeeded at clearly laying out and explaining what is actually written in the Common Core standards, weeding through varied and expansive opinion on the issue to get to their express purpose and core. The approach to assessment outlined in this article focuses on the process of gathering feedback on student learning with a goal of adjusting ongoing teaching, linking closely to the connected goals and approaches found in inquiry-based learning. I still wonder how this approach can be scaled to evaluate efficacy across a state or nation; can the original goal of national standards, reducing discrepancies in educational opportunity based on socioeconomic or geographical factors and ensuring that all schools provide equal educational opportunity, be achieved without the norm of standardized testing? I am deeply encouraged by what I’m reading regarding the direction in which assessment is headed, but I am still stuck on what that looks like when scaled to a national level or tied to federal funding.