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Maine Samplers Part III

BELIEFS ABOUT EDUCATION
9. We believe that assessment drives curriculum.

WHAT THIS MEANS FOR LIBRARIANS

9. Assessment drives curriculum, therefore librarians will be analyzing their evaluation of students to plan the curriculum for the future week, or year..

WHAT ASSESSMENT MIGHT LOOK LIKE

Note: One type of assessment has been matched with a specific trend only as example . Please remember that there is much overlap and these methods may apply to other situations!
9. Assessment results should have implications for instruction. As you design assessment tools for student performance, you are automatically assessing the program and the activities that implement that program. For example, when a librarian does a mid-point check, he should also be considering other questions: has the student gathered or shown a certain proficiency in gathering appropriate and needed resources for an approved inquiry? Is his understanding of proficiency the same as the student's? Does this proficiency cover breadth, or depth, or timed efficiency, or use of specific resources? Perhaps he will decide to be more explicit next time in his orientation, explaining, showing, and providing printed guidelines that reflect the values regarding this mid-goal. Then he would examine how the new guidelines are utilized. Were they effective? Why or why not? Were they needed? For whom?

If you are interested in publishing, you might wish to choose some longitudinal samples of students' research projects and write a reflective essay to submit to Maine Entry, School Library Media Quarterly or School Library Journal. Possible topics include: How did the students' methodologies influence their growth in the research process? Or you might wish to videotape a supervised student group conference and give a workshop at the MLA/MEMA Fall Conference.

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