The Information Process
Select an area from the list below:
  • The Heart of Resource-Based Learning
  • A Description of the Information Process
  • A Closer Look at the Information Process
  • BUILDING INFORMATION LITERACY  
    Introduction Information Literacy Learning Outcomes Building Plans Building Site What's New

     

    STAGES WITHIN THE INFORMATION PROCESS

    Assessment and Evaluation Stage (by the end of Grade 12)

    Teachers and teacher-librarians will need to provide time and structure for students to reflect on the skills and learning strategies they use 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 assigned task or inquiry. Assessment of students' learning and evaluations of their products can involve many partners and occurs on several levels throughout the Information Process. Those engaged in assessment/evaluation may be:

    • self
    • peers
    • teachers
    • audiences (of various types)

    The following strategies may be used by students for assessment/evaluation throughout the Information Process:

    • they should be able to examine and assess their use of learning processes, especially the Information Process, by reflecting on their own use of the various skills required at each stage;
    • they should be encouraged to set personal goals for the further development of their own information literacy skills and strategies;
    • they should be able to review the extent to which the end product and presentation meets the requirements of the task and criteria established for finished work.

    Peers should be involved in assessing' evaluating each other's work through:

    • participation in group activities (using checklists or discussion to offer their feedback and constructive suggestions);
    • participation as audience members (for other students' presentations, and offering constructive suggestions and comments);
    • providing evaluative data (comments, response, suggestions etc.) for other students' finished work;
    • using electronic means (e-mail, discussion groups, etc.) for communicating responses and useful suggestions.

    Teacher-librarians and classroom teachers can help students with evaluation and assessment by:

    • providing time and encouragement for reflection on the process
    • creating a climate of trust for self-assessment and peer assessment of both process and products
    • using a variety of assessment/evaluation strategies such as:
      - conferences (at critical points in the Information Process)
      - tracking (rubrics, checkpoints, checklists)
      - anecdotal comments (on the process and on the finished product)
      - class (or group) discussion
      - involving students in creating portfolios (containing samples of their finished work and samples of their work throughout the process)... as evidence of their developing information literacy

    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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