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

CA, CO

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

CA

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

CA

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

CA

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.

 

Reassessing the Assessment

Thompson, Ayana
CA-Assessment Strategies
Madda, M.J. (2016, April 20). Reassessing the Assessment: How High-Stakes Testing Inhibits K-12 Innovation. Retrieved from https://www.edsurge.com/news/2016-04-20-reassessing-the-assessment-has-high-stakes-testing-inhibited-k-12-innovation
Summary: Discusses how ESSA provides opportunities for flexibility in assessment where NCLB did not.  There ought to be assessments to measures 21st century learning skills as well as traditional standardized measures of content area knowledge.
Rating: I think this article provide a balanced perspective of why both methods of assessment are needed and equally usually in assessing learning.


How we can assess in a 21st century learning environment

Ramos, Tara

CA

Barnes, M. (2016). SE2R can revolutionize how we assess learning.  Retrieved from

http://www.advanc-ed.org/source/se2r-can-revolutionize-how-we-assess-learning

Summary: This article gives an idea of how assessment can work in a 21st century learning atmosphere.  Mark Barnes, author of the book Assessment 3.0 proposes that narrative feedback is most useful to student learning and he suggests teachers use his SE2R model for providing that feedback.  The SE2R model can be summarized as follows:

  • Summarize- the evaluator gives a short statement about what was accomplished with the work
  • Explain- the evaluator explains what learning was demonstrated and/or what was missing  
  • Redirect- when learning outcomes are not demonstrated, the evaluator redirects students to prior learning, to resources or to seek help from teachers or peers.   
  • Resubmit- Students are asked to resubmit their work after making changes.  
Evaluation: I found the SE2R model to be very helpful and I feel that it aligns very well with the type of learning experiences and environments that we are building in the INFO 250 course.  We must not let assessment fall by the wayside as we create 21st century learning experiences.  Narrative feedback and the chance to resubmit goes hand-in-hand with the growth mindset that we are trying to foment.  It views learning as continuous and makes the point of learning learning, not a letter grade.  It also allows for each student to start at their unique starting point and grow as much as possible.  Lastly the SE2R model need not be only limited to teacher use, but students could also learn to use it as a tool to evaluate their own and their peers’ work.  I highly recommend this article and this author to others in the INFO 250 course.  

New Assessments Help Teachers Innovate in Classrooms

Eric Sanderson

CA / IL

Jayson, S. (2016, October 13). New assessments help teachers innovate in classrooms [Blog post]. Retrieved from http://www.hewlett.org/new-assessments-help-teachers-innovate-in-classrooms/

Summary. In this post on the William and Flora Hewlett Foundation education website, Jayson reports on contemporary models of formative assessment associated with emerging best practices of 21st century learning and teaching. First, Jayson provides a snapshot of formative assessment using digital badges at Del Lago Academy in Escondido, California. Second, Jayson sketches out the development and introduction of periodic “performance-based tasks that can be done in an hour or less” at Two Rivers Public Charter School in Washington, DC. Finally, Jayson summarizes the efforts of Henry County Schools outside Atlanta, Georgia, to follow a “personalized learning model” in which “feedback is the focus.”

Evaluation. While this post does not provide detailed information about any of the formative assessment concepts described above, it is a useful introduction to 21st century curriculum and assessment models and to the variety of schools and districts implementing them. This post also provides a generalized overview of the need for reevaluating formative and summative assessment models during this time of transition in primary and secondary education.