ASSESSMENT OF INFORMATION FLUENCY

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ASSESSMENT OF INFORMATION FLUENCY

• Barbara Stripling
• bstripling_at_schools.nyc.gov

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Who is responsible for assessing information
fluency?
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Classroom Teachers Library Media Specialists

• Process Content
• The traditional content-process division is
  based upon a false dichotomy in fact, thinking
  without content is vacuous and content acquired
  without thought is mindless and inert. Roland
  Case

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Teachers Learners

• Gradual Release of Responsibility
• Teacher-directed ? Student-directed

Learner Empowerment
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How does assessment fit with the learning process?
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Assessment During Inquiry
Diagnostic

Connect
Summative
Formative
Reflect
Wonder
StriplingInquiry Model
Express
Investigate
Summative
Formative
Construct
Formative
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Diagnostic AssessmentAssessment Before Learning

• The measurement of pre-existing knowledge and
  skills and the identification of misconceptions
  in order to set goals for new learning

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Diagnostic AssessmentExamples

• Teacher-Led
• Pre-Test
• Pre-Performance Task
• Misconceptions Assessment
• Learner-Led
• K of K-W-L Chart
• Concept Map

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Diagnostic Assessment Task
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Concept Mapping Task
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Formative AssessmentAssessment For Learning

• The measurement of knowledge and skills during
  the process of learning in order to inform the
  next steps

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Formative AssessmentExamples

• Teacher-Led
• Ungraded Exams and Drafts
• Checklists and Rubrics
• Exit Cards and Journal Responses
• Observation Checklist
• Consultation

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Formative AssessmentExamples

• Learner-Led
• Reflecting (Learning Log Notetaking)
• Questioning (Inquiry Framework
  Questions)
• Organizing
• Sharing (Reciprocal Teaching)
• Challenging (Challenging Questions)
• Evaluating

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Challenging Questions
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Summative AssessmentAssessment Of Learning

• The measurement of knowledge and skills at the
  end of a process of learning in order to
  determine the amount and quality of learning

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Summative AssessmentExamples

• Teacher-Led
• Authentic Product
• Presentation or Exhibition
• Performance Task
• Portfolio / Process Folio
• Checklist
• Rubric

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Summative AssessmentExamples

• Learner-Led
• Concept Map
• Final Reflection
• Authentic Product
• Presentation or Exhibition
• Portfolio / Process Folio
• Checklist
• Rubric

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Authentic AssessmentCharacteristics

• Demonstrate meaningful answers to important
  questions
• Constructed understanding through application to
  new context
• Information fluency skills embedded in framework
  of inquiry
• Real-world significance, personal connections,
  real context or format

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REACTS Assessment ProductsLevels of Thinking

• Recalling
• Explaining
• Analyzing
• Challenging
• Transforming
• Synthesizing

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Unit Scenarios
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Guidelines for Developing Assessments of
Information Fluency

• Establish clear information fluency learning
  goals
• Define clear criteria for successful application
  of information fluency skills
• Align goals and criteria with assignment
• Move students to self-assessment
• Make assessments a natural part of teaching and
  learning

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New Understandings and Questions