Using Assessment and Evaluation Strategies to Support Students 

Walker, Machelle

CA

CASLT ACPLS (2015, July 24). Using Assessment and Evaluation Strategies to Support Students  Retrieved September 07, 2018, from https://www.youtube.com/watch?v=-wePut0cfzA

Summary:

This educational video describes the differences between assessment and evaluation.  Video pursues to clarify what kind of activities, observations, and student involvement can be used for assessment.  It describes the difference between formative and summative assessment.  Also it emphasizes the importance of learning goals, along with fair and valid assessments.   Specifically it addresses and demonstrates how assessment strategies carried out by an educator helps support student success and prepare them for evaluation of their abilities and knowledge.

Evaluation:

Video is a great resource for new teachers or individuals new to curriculum and assessment.  Breaks down the differences between evaluation and assessment in an easy understandable way.  Especially appreciated the reference to assessment strategies that are the most beneficial to students and their learning.

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Uncompromisingly Learner Centered Schooling

DeMonte, Jennifer

CA

Sommer, B. E. (2018). Uncompromisingly learner centered schooling. School Administrator, 75(2), 30-33.

This article describes the transformation that the Lindsay School District in San Joaquin Valley has been undergoing since 2007. The author explains how they began by reframing students as “learners” and teachers as “learning facilitators.” The schools are undergoing drastic renovation and classrooms are now being called learning labs, where six learning facilitators work alongside 180 learners in each space. The district has seen marked improvements in graduation rates and scores in the 99th percentile for statewide measures of school climate amongst other indicators of success.

This article was fascinating. Students come from families of migrant workers, 87% of which live below the poverty line. The effort and drive that exists to embark on and sustain a transformation like this is remarkable. The author has also written a book on the subject which I look forward to reading.

Asinine Assessment: Why High-Stakes Testing is Bad for Everyone, including English Teachers

Van Duzee, Alyssa

(CA)-Curriculum and Assessment

Au, W., & Gourd, K. (2013). Asinine assessment: Why high-stakes testing is bad for everyone, including English teachers. The English Journal, 103(1), 14-19. Retrieved from https://www.jstor.org/stable/24484054?seq=1#page_scan_tab_contents

Assessment is something that puts pressure and undue stress on teachers, administrators, parents, and most importantly, students. This article discusses the idea that assessment actually seems to contradict not only the professional standards that are put forth by the NCTE (National Council of Teachers of English), but also what educators feel is best. The article addresses the history of standardized testing, the validity of it and issues with scoring as well as what research has found to be more effective.

While this article does not specifically mention the library, it does help readers to understand some of the issues that arise when teachers feel this pressure to perform on standardized tests. The reader can infer that one of the reasons teachers may not come into the library is because they feel as though their curriculum is already so “tightly packed” and to come into the library would be adding another thing to their plates. It is then our challenge as teacher librarians to help them understand that we can not only help their students learn, but in doing do also help relieve some of the pressure and ensure that students are achieving at high levels.