ACCOUNTABILITY:Students, teachers and librarians take responsibility for learning.
ASSESSMENT: looks at student work in a manner which promotes growth. Both teacher and student should be aware of goals and objectives which should be reflected in the assessment.
"Authentic assessment tests students' acquisition of knowledge and critical-thinking skills in tasks which come as close as possible to representing what we want students to be able to do." (Miller, 89)Summative evaluation - grade oriented (i.e. A final judgement which has no further meaning.)
Formative assessment - growth oriented. (i.e. Concrete suggestions or vital questioning leading to improvement.
BEHAVIOR-ORIENTED PERFORMANCE ASSESSMENT: involve observations of student behavior e.g. conversation in a foreign language with a teacher or peer; musical performance; speaking proficiency.
PERSONAL COMMUNICATION ASSESSMENT: Evaluator discusses a student's work with the student. This could include peer reviews, portfolio conferences etc.
PRODUCT-ORIENTED PERFORMANCE ASSESSMENT: Evaluator looks at a tangible piece produced as student uses knowledge or skills. e.g. writing sample, or art work.CRITERION-REFERENCED TESTS - judging work according to pre-set standards (based on specific objectives) rather than by the other students in the class (norm referenced).
CURRICULUM - Operational plan for instruction that includes what students need to know, how they are to achieve these goals, and the context in which learning and teaching occur.
EVALUATION - Often confused with assessment, the purpose of evaluation is more judgmental, ending in a final grade
PORTFOLIO:
Working - a storage place for work-in-process, totally in hands of students. Incorporates an opportunity for students to rework or revise.
"Formal" - a systematic collection of work chosen by both student and teacher which is used for improvement and for evaluation purposes. (Student reflects on why a certain work is chosen.) Either may include dialogue journals (for oneself, with teacher or with a peer.)
PROCESS: The method a student uses in her work is as important (or more so) as the conclusion. Therefore students should articulate how an answer is derived. Process needs to be assessed also.
RESOURCE-BASED TEACHING: The use of a variety of resources in a variety of formats to teach information skills. Using the resources available to teach the important concepts.
SELF-ASSESSMENT - Students are involved in their education. They are taught to assess where they have come from and where they are going.
STANDARD: A statement used to judge the quality of a performance, product, method or curriculum. It addresses what is valued.
STANDARDIZED TESTS: usually looks at a limited range of skills, out of context; separates teaching, learning, and evaluation; stresses achievement and does not allow for collaboration.
STUDENT-CENTERED: Students are aware of what they should be learning. They have input concerning content and strategy.
TEACHER-CENTERED: Teachers keep goals and objectives a secret. They expect to direct the class in every aspect of their education.
Forbes recently called a librarian who uses technology a "cybrarian." Are we ready? (Newsweek. July 5, 1993)
