In education today, we have very often (and some would say “too often”) described assessment and evaluation in terms of evidence of learning. This is evidence gained after the fact to determine whether or not achievement happened. With such a focus, summative assessments and final evaluations have been used to show if the student, educator, intervention, or resource passed or failed. These data have been used to categorize, rank, praise, or punish.
The authors in this issue demonstrate another way to use data—to use it for learning.
Rather than looking at assessment and evaluation from that perspective, the authors in this issue share their processes for using data to make positive change in their learning communities. They began by collaborating with others to collect formative assessment data and initial evaluations. They asked questions and examined various aspects of school library facilities, collections, administration, and instruction. They deepened their collaboration and applied various methods to analyze and determine areas of strength and opportunities for further growth. They used their analyses for continuous improvement and to advocate for their change efforts.
In this issue, school librarian supervisors share their journeys toward transformational change. Carolyn Foote shares her process of strategically organizing a team to examine and improve school library spaces that support future ready student learning in the Eanes (Texas) Independent School District. Jenny Takeda and her district-level colleagues gather library collection data from Beaverton (Oregon) School District libraries in order to advocate for equitable resources by sharing the results with school administrators. In Calvert County (Maryland) Public Schools, Jennifer Sturge identifies fixed scheduling as a barrier to classroom-library collaboration for instruction and works with elementary principals and others to initiate coteaching for student and educator success. Misti Werle leads school librarians in Bismarck (North Dakota) Public Schools to deepen their understanding of levels of library service and instructional partnerships in order to strengthen their leadership roles.
The evidence these school librarian leaders collected is evidence for learning. They identified real challenges in their learning communities. They worked with others to collect and analyze evidence in order to plan for and guide the change process. Their practice-based evidence has led them to pursue further improvements that will benefit students, educators, school librarians, and administrators in their districts. In their articles, they show how school librarians can use evidence for learning on the path to transforming libraries, teaching, and learning.
About the Guest Editor
Judi Moreillon is a literacy and libraries consultant and a Lilead Project mentor. A former school librarian and retired school librarian educator, she is the author of four professional books published by ALA, three of which focused on classroom-library coteaching reading comprehension strategies. Judi’s most recent book is Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy (ALA 2018). Among other publications, she contributed the literacy chapter in The Many Faces of School Library Leadership (Libraries Unlimited 2017). A twenty-eight-year ALA/AASL member, she blogs at SchoolLibrarianLeadership.com, tweets @CactusWoman, and administers the Maximizing School Librarian Leadership Facebook Group.
Read her Guest Editor Column, “Evaluation and Assessment for Learning.”
Knowledge Quest, Volume 47, No. 3 – Evaluation and Assessment for Learning
Features
Future Ready Library Spaces
A Team Approach to Designing
Carolyn Foote
Evaluating School Library Collection at the Site and District Level as a Tool for Advocacy
Jenny Takeda
Assessing Readiness for School Library Collaboration
Jennifer Sturge
Implementing and Evaluating Instructional Partnerships
Kat Berg, Jenni Kramer, and Misti Werle
Co-Planning and Co-Implementing Assessment and Evaluation for Inquiry Learning
Judi Moreillon
New District, New School Year, New Standards
Starting at the Beginning
Jennisen Lucas
Columns
2019 AASL Election President Candidate Statements
Welcome New 2017-2018 AASL Members
CBC Column
In the Field and in the Literacy Lab: Science Poetry!
Leslie Bulion
Departments
President’s Column
The Role of Questioning and Deep Thinking in the Learner-Ready School Library
Kathryn Roots Lewis
Guest Editor Column
Evaluation and Assessment for Learning
Judi Moreillon
Author: Judi Moreillon
Judi Moreillon served as a school librarian at all three instructional levels—elementary, middle, and high school. She taught preservice school librarians and preservice classroom teachers for twenty-five years. Judi has published five books for school librarians. She edited and contributed to her latest book, “Core Values in School Librarianship: Responding with Commitment and Courage” (Libraries Unlimited 2021). Judi holds a Master’s degree in Library Science and a PhD in Education, which she earned from the Department of Language, Reading, and Culture at the University of Arizona. Currently, an author, consultant, and advocate, Judi lives in Tucson. Her website is https://storytrail.com; she tweets @CactusWoman.Categories: KQ Content
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