STAGES WITHIN THE INFORMATION PROCESSAssessment and Evaluation Stage (by the end of Grade 9)
Teachers and teacher-librarians will need to provide time and structure for students to reflect on the skills and learning strategies they are using throughout the Information Process. They should also encourage students to review the extent to which their end products or finished work meet the requirements of the task or assigned activity. Assessment of students' learning and evaluation of their products can occur on several levels:
Peers and/or parents
Some instructional strategies which can be used effectively for authentic assessment of both process and product include:
Reflective journals (for students to assess their successes and difficulties at each stage in the process)
Use of video (to record students' progress, especially when cooperative learning is involved)
Checklists and checkpoints (for both self and teacher assessment of students' skills, strategies throughout the process)
Conferencing (teacher-student or peers, at critical points throughout the process)
Peer assessment (of individuals' participation in groups, or of students' individual or group presentations)
Peer evaluation of others' finished products
Teacher evaluation of finished products
Assessment through electronic means (using e-mail, discussion groups) for communicating thoughts, suggestions, etc. between students and teachers, or among students and others
Rubrics are usually designed and used for many of these assessment and evaluation strategies. When students' work is evaluated, using number or letter grades, the rubric with established criteria is essential. Students and others can see clearly what is expected and will have a much better understanding of how the finished work was evaluated. Some educators like to include both evaluation criteria for products and assessment of students' work throughout the process when designing their rubrics. Work folders (and/or directories for electronic files and documents) and portfolios are also recommended. Students need to be able to keep track of their "work in progress" especially when longer activities are assigned. They should also be expected to place samples of their work in their personal portfolio folders (or these may also be filed on floppy disks or a CD-ROM.) Both examples of their work at various stages in the process, such as notes, and examples of their finished products, should be included. Teachers will find these very useful for assessment and evaluation as they will have ample "evidence"of each students' performance and products. It is critical to connect these assessment techniques, especially observations and rubrics, with student learning outcomes for information literacy. Part 3 of this document, Student Learning Outcomes, contains general and specific outcomes and these are organized according to the seven stages/phases in the Information Process. The outcomes in the Assessment/Evaluation phases will be particularly useful when you are designing assessment strategies for this level. Responsibility for assessment needs to be shared collaboratively among all partners. Students' reflections, for example, are critical in helping them develop effective information literacy skills and attitudes. Accepting responsibility for one's own learning process is critical for preparing our students to become independent and capable lifelong learners. Classroom teachers will find it helpful to work with their teacher-librarian in assessing the various learning outcomes for information literacy. The connection between these outcomes and appropriate, relevant assessment strategies will be critical to planning, implementing, and evaluating successful resource-based learning activities that lead to the development of our students' information literacy.
To view samples of learning strategies/cognitive organizers for students, click on Learning Strategies. You may wish to download/print these strategies, and adapt them for your students!
Show Me The Student Learning Outcomes For This Stage
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