Big Idea #4

What is the role of assessment in learning?  Is assessment a tool for the teacher or student? How can assessment be both?

assess:  1.  to set an estimated value on (property, etc.) for taxation; 2.  to set the amount of (a tax, a fine, etc.); 3.  to impose a fine, tax, etc. on; 4. to judge the worth, the importance etc. of.

If you look at and dissect the definition of assessment listed above, it would seem that several parts of the definition are applicable for our purposes.  I wonder, though, at the meaning-are we judges of the worth of our students’ work? Or is it accurate that we are placing a value on the work of our students and by grading their papers we are deciding what fines to impose?  If we go by this definition of “assess,” then the process would seem very negative indeed.  It has always been my feeling that the term assessment has a negative connotation-usually that hurdle that we must jump at the end of our course-the one that as students we all dread!  The use of valid and comprehensive tools of assessment, however, would change this viewpoint.

In Understanding by Design (2005), Wiggins & McTighe discuss how to revise an existing design and look at a particular design that has problem, particularly with assessment, or lack of it.  They refer to the assessment as “…little in the way of valid assessment evidence of important learnings—just a grading scheme” p. 259).  This statement is important regarding assessment since it implies that it is necessary to move beyond the grades in assessment.  I think that too many times assessment is seen as something that is used to end a unit of learning instead of as another tool of learning within itself. I disagree with that being the only method of assessment to be used.  I see assessment as part of part of the learning process, something that is continuously happening-and it doesn’t need to be something that is officially graded.  I think that assessment could be a conversation, or an application, just a simple way to measure or gauge the learning that is occurring. Grades don’t always accurately reflect what someone has truly learned and aren’t always able to measure individual students’ learning accomplishments.

Assessment is an important tool for both teachers and students alike.  A valid assessment will not only help teachers to understand what the strengths and weakness of his/her students are, but will also provide good feedback or insight for a student so that they can understand how their learning is moving along.  A good assessment must be meaningful and the role of assessment in learning should be seen as a further extension of learning as well as a reflection of what is being learned.

Guralnik, D.B. (Ed.).  (1987).  Webster’s New World Dictionary.  New York, NY: Warner Books.

McTighe, J. & Wiggins, G.  (2005).  Understanding By Design.  New Jersey:  Pearson.

Big Idea #3

Big Idea #3

What are the key understanding in teaching about information?  Think about how information is conceptualized, both within popular consciousness, and academia.  Using Bruce's informed learning, as well as standards what do we think is important in understanding information?  This is a continuation of the IL discussion (and maybe this part should have come first) - does this change the way you conceive IL standards? 

I think that popular consciousness dictates that technology=information, while academia dictates that information must meet certain criteria in order to be considered valid and reliable.  Of course this is a very general assumption and statement, but from personal experience I can say that many people rely on “googling” and Wikipedia to find their information, and many don’t question the reliability of that information.  I also think that many learners consider finding information a simple path from point a to point b, moving in a straight line.  It’s not that they are unable to see it differently, just that they aren’t always aware or thinking about how they find and use information to learn.

Learning or using information is not a destination, but a process and experience for the learner that is continuous.  The process doesn’t come to an end or stop-it might move on to another idea or continue to build upon the initial learning experience with new and different ways, but it always goes on.  Using information is a continuous cycle of learning.

Bruce makes an important point that we need to teach students that there is no divider between learning and information use-the two are not separate, but the same.  Bruce (2008) additionally states how information is “internal,” a part of the student, and that “Information is not sought; it is interacted with as they use it to learn” (p. 64).  This is what is key in understanding information.  Creating awareness within the learners of their learning process is a first step toward understanding information.

In the preface of her book, Informed Learning (2008), Bruce outlines her theories on learning and information:  “Informed learning reconceptualizes information literacy as being about engaging in information practices in order to learn, engaging with the different ways of using information to learn” (p. viii).  Also in reference to learning about information, she further states: 

“Based on my work in developing the Seven Faces of Information Literacy, it proposes that teaching and learning must (a) bring about new ways of experiencing and using information, and (b) engage students with the information practices that are relevant to their discipline or profession” (p. viii).

When students learn how the use of information is personally relevant and meaningful to their lives, whether formally or informally, this provides the motivation for their continued learning (Bruce, 2008, p. 29).

Bruce also adds, “..if we are to help students learn, we must first be aware of how they experience those aspects of the world about which they are learning” (p. ix).  All of these are necessary understandings in teaching about information.  The focus is put on the learner and determining how they learn and experience things before we try to help them to learn.  Bruce’s ideas are significant and change the way the IL standards are viewed since Bruce recognizes that everyone experiences the world differently and comes to information with different backgrounds-some more prepared than others, some less.  When interacting with the standards, however, this gap is not always recognized.  Another example is a standard of AASL that states that learners should “Demonstrate mastery of technology tools for accessing information and pursuing inquiry” (1.1.8).  We know that in some cases this won’t be possible since there still is a technology gap and not everyone has access to current technology or only has limited access.  Part of understanding information is also knowing that not all learners come to the learning experience with the same set of skills, so as teachers and librarians we must be ready and able to address learning curves if necessary.

A common thread or concept that is shared between the standards set forth by ACRL, AASL, and Bruce is that Information Literacy “extends lifelong learning through abilities which may use technologies but are ultimately independent of them” (ACRL, p. 3).  The key understandings in teaching about information are knowing how students approach their individual learning experiences, and making learners aware of how they are using information to learn.  These skills are necessary so students can understand and think about their own learning in order to be successful in attaining informational literacy.

American Association of School Librarians  (2007).  Standards for the 21^st-Century Learner.  Retrieved from http://www.ala.org/aasl/standards.

Association of College & Research Libraries (2000).  Information Literacy Competency Standards for Higher Education.  Retrieved from Angel, San Jose State University.

Bruce, C. S. (2008). Informed Learning. Chicago: American Library Association.