In this book, theory is blended with practical application to provide a concise, up-to-date explanation of how school librarians can work with students and teachers to assess for learning in 21st century schools. Coauthors Harada and Yoshina authored the first text that focused on learning assessment in a school library context. In this revised and expanded version of Assessing for Learning: Librarians and Teachers as Partners, they continue to shed light on the issue of school librarians helping students to assess for learning. The book begins with a brief discussion of national reform efforts and the importance of assessment for effective learning within this context. The balance of the book provides numerous strategies and tools for involving students as well as library media specialists in assessment activities, emphasizing the importance of students assessing for their own learning. It also provides specific examples of how assessment can be incorporated into various library-related learning activities. All chapters in this second edition have been updated with additional information, and three new chapters on assessing for critical thinking, dispositions, and tech-related learning have been added.

Table of Contents:
Illustrations Acknowledgments Introduction Dispelling the Myths Facing Challenges Organization of Book Chapter 1 What Needs to Happen in 21st-Century Schools? Challenges in Our Schools Talking the Right Talk: Standards Moving in the Same Direction Walking the Talk: Schools Becoming Learning Organizations Reflection and Assessment: Vital Parts of the Walk Implications for the Library Media Specialist Conclusion Chapter 2 Assessment for Learning What Is Assessment? What's Happening with Assessment in Our Schools? How Does No Child Left Behind Affect Assessment? Do Effective Library Media Programs Make a Difference? What Is the Library Media Specialist's Role? Benefits of Assessment Essential Questions for the Library Media Specialist Conclusion Chapter 3 Tools for Assessment: Checklists, Rubrics, and Rating Scales Checklists What Is a Checklist? When Might We Use a Checklist? How Do We Construct a Checklist? How Do We Use a Checklist to Assess for Information Literacy? Rubrics What Is a Rubric? When Might We Use a Rubric? How Do We Construct an Instructional Rubric? How Do We Use Rubrics to Assess for Information Literacy? Rating Scales What Is a Rating Scale? When Might We Use a Rating Scale? How Do We Construct a Rating Scale? How Do We Use a Rating Scale to Assess for Information Literacy? Conclusion Chapter 4 Tools for Assessment: Conferences, Logs, Personal Correspondence, and Exit Passes Conferences What Is a Conference? When Might We Use Conferences to Assess Learning? How Do We Structure the Conference? How Do We Use Conferences to Assess for Information Literacy? Logs What Is a Log? When Might We Use Logs as Assessment Tools? How Do We Facilitate the Use of Logs? How Do We Use Logs to Assess for Information Literacy? Personal Correspondence What Is Personal Correspondence? When Might We Use Personal Correspondence to Assess Learning? How Do We Construct the Correspondence? How Do We Use Personal Correspondence to Assess for Information Literacy? Exit Pass What Is an Exit Pass? When Might We Use an Exit Pass? How Do We Construct an Exit Pass? How Do We Use an Exit Pass to Assess for Information Literacy? Conclusion Chapter 5 Tools for Assessment: Graphic Organizers What Are Graphic Organizers? Concept Maps What Is a Concept Map? When Might We Use a Concept Map? How Do We Construct a Concept Map? How Do We Use a Concept Map to Assess for Information Literacy? Webs What Is a Web? When Might We Use a Web? How Do We Construct a Web? How Do We Use a Web to Assess for Information Literacy? K-W-L Charts What Is a K-W-L Chart? When Might We Use a K-W-L Chart? How Do We Construct a K-W-L Chart? How Do We Use a K-W-L (or K-W-H-L) Chart to Assess for Information Literacy? Matrices What Is a Matrix? When Might We Use a Matrix? How Do We Construct a Matrix? How Do We Use a Matrix to Assess for Information Literacy? Conclusion Chapter 6 Student Portfolios What Is a Portfolio? What Is a Digital Portfolio? How Do Portfolios Differ from Other Assessment Tools? Why Use Portfolios? Who Are the Audiences for Portfolios? How Might the Library Media Specialist Use Portfolios? What Is a Process Folio and How Is It Developed? What Might a Process Folio Look Like? Step 1: Determine Standards for Instruction and Assessment and Agree upon Skills, Dispositions, and Responsibilities to Address Step 2: Develop Tools and Strategies to Assess Achievement of the Standard Step 3: Devise a Consistent Rating System for Assessment Tools Used Example A: Matrix for Identifying Resources Example B: Checklist for Bookmaking Step 4: Identify Samples of Student Work to Include for Each Standard Sample Work A: Completed Matrix Sample Work B: Completed Checklist Step 5: Include Samples of Student Reflections Step 6: Prepare a Summary Sheet for the Process Folio Getting Started Conclusion Chapter 7 Assessing for Critical Understanding Defining Critical Understanding Acquiring Critical Understanding Developing Critical Understanding through Inquiry Assessing for Critical Understanding Scenario A: Assessing Ability to Connect New Learning to Prior Knowledge Scenario B: Assessing Ability to Ask a Range of Questions to Focus the Search for Understanding Scenario C: Assessing Ability to Consider Different Points of View toward a Controversial Issue Before Coming to a Conclusion Scenario D: Assessing Ability to Identify Bias Scenario E: Assessing the Ability to Draw Conclusions Scenario F: Assessing Ability to Effectively Communicate Understanding Conclusion Chapter 8 Assessing for Dispositions Defining Dispositions Acquiring Dispositions Assessing for Dispositions Scenario A: Assessing for Initiative Scenario B: Assessing for Flexibility Scenario C: Assessing for Persistence Scenario D: Assessing for Literary Appreciation Scenario E: Assessing for Openness Scenario F: Assessing for Social Responsibility Using Portfolios Conclusion Chapter 9 Assessing for Tech-Integrated Learning Defining the Digital Landscape Acquiring Skills for Success in a Digital World Implications for Library Media Specialists Assessing for Tech-Integrated Learning Scenario A: Assessing Online Discussions Scenario B: Assessing Blogs Scenario C: Assessing Podcasts and Vodcasts Scenario D: Assessing Wikis Scenario E: Assessing Digital Narratives Scenario F: Assessing Wiki Pathfinders Conclusion Chapter 10 Outcome-Based Approach: Elementary Grade Example Outcome-Based Approach Summary of Project Sample Lessons Lesson 1: Finding Information in a Variety of Sources Outcomes Desired Standards and Performance Indicators Disposition/Responsibility Product/Performance Assessment Learning Goal Assessment Criteria Self-Assessment Strategies Tools for Collecting, Recording, and Quantifying Data Learning Plan Lesson 2: Developing Criteria to Assess Student Books Outcomes Desired Standards and Performance Indicators Disposition/Responsibility Product/Performance Assessment Learning Goal Assessment Criteria Self-Assessment Strategies Tools for Collecting, Recording, and Quantifying Data Learning Plan Conclusion Chapter 11 Outcome-Based Approach: Middle School Example Outcome-Based Approach Summary of Project Sample Lessons Lesson 1: Asking the Right Questions Outcomes Desired Standards and Performance Indicators Disposition/Responsibility Product/Performance Assessment Learning Goal Assessment Criteria Self-Assessment Strategies Tools for Collecting, Recording, and Quantifying Data Learning Plan Lesson 2: Selecting and Evaluating Resources Outcomes Desired Standards and Performance Indicators Disposition/Responsibility Product/Performance Assessment Learning Goal Assessment Criteria Self-Assessment Strategies Tools for Collecting, Recording, and Quantifying Data Learning Plan Conclusion Chapter 12 Outcome-Based Approach: High School Example Outcome-Based Approach Summary of Project Sample Lessons Lesson 1: Evaluating Web Sites Outcomes Desired Standards and Performance Indicators Disposition/Responsibility Product/Performance Assessment Learning Goal Assessment Criteria Self-Assessment Strategies Tools for Collecting, Recording, and Quantifying Data Learning Plan Lesson 2: Preparing an Annotated Bibliography Outcomes Desired Standards and Performance Indicators Disposition/Responsibility Product/Performance Assessment Learning Goal Assessment Criteria Self-Assessment Strategies Tools for Collecting, Recording, and Quantifying Data Learning Plan Conclusion Chapter 13 Communicating Evidence of Learning How Can Assessment Data Be Used to Support School-Wide Goals? Why Is It Important to Communicate Results? Communicating with Teachers Step 1: Collect Evidence of Achievement Step 2: Analyze Evidence Step 3: Synthesize Findings Step 4: Communicate Results Communicating with Principals and School Councils Step 1: Collect Evidence of Achievement Step 2: Analyze Evidence Step 3: Synthesize Findings Step 4: Communicate Results Communicating with the Larger Community Step 1: Collect Evidence of Achievement Step 2: Analyze Evidence Step 3: Synthesize Findings Step 4: Communicate Results Making the Testing Connection Step 1: Collect Evidence of Achievement Step 2: Analyze Evidence Step 3: Synthesize Findings Step 4: Communicate Results Conclusion References Index