I would like to thank Sophie Brookover and Jessica Adler of LibraryLinkNJ, the New Jersey Library Cooperative, for inviting me to share today’s virtual presentation, “Getting There Together:  Assessing Student Learning”, a session in which we explored the idea of reframing ourselves as learning specialists and how school librarians’ participation in the assessment of student learning  is an integral part of the learning experience/process and essential for reflection and student metacognition.    In this session, we explored:

1.  Rationales for school librarians participating in the assessment of student learning and why we must take on that role if we are to claim our role as teachers in our learning communities

2.  Formative and summative assessments as well as the importance of student self-assessment

3.  Thinking about incorporating backwards design into the collaboration process as a means for creating conversations about assessment and student learning

I cannot thank the participants enough for their generous sharing of ideas, questions, experiences, and strategies as their engagement really created a powerful conversation for learning for all of us today.  I’ll be sharing, thinking, and writing more about my role in the assessment of student learning in the upcoming months  and how that role informs my collaboration with teachers and students, but until then, I’d like to share three resources to spark your thinking:

In addition, you can access additional readings (free on the web) and resources from today’s webinar wiki page.

3 thoughts on “Getting There Together: Assessing Student Learning

  1. Buffy – Thanks for this engaging slide set. Focusing on what students need to know and be able to do, and providing students the opportunity for self-assessment and reflection is truly the way students learn. As learning specialists or school librarians providing timely feedback to students on their learning is also critical.

    What I find challenging when designing curriculum, is taking the standards/indicators and unpacking them to look at the thinking skills and background knowledge students must have in order to participate in the process of learning the new skill. What does evaluating and selecting an appropriate resource look like for a second grader, fifth grader, eighth grader, or tenth grader?

    As I think about information literacy/transliteracy there is content that should be taught. However, what I find fascinating is these literacies manifested through inquiry force students to engage in critical and creative thinking. Explicitly teaching and assessing thinking skills are another avenue I think school librarians should explore as collaborate partners in their learning communities.

    I am looking forward to following your ideas on assessing student learning.


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