ERIC Number: ED379005
Record Type: Non-Journal
Publication Date: 1994
Reference Count: N/A
Assessment and the School Library Media Center.
Kuhlthau, Carol Collier, Ed.
Assessment of student learning, the measuring of students' progress and performance, is an important concern for library media specialists. Twelve articles are presented which address the issue of assessment of library media services. The titles are: "The Growth of Assessment" (George F. Madaus, Ann G. A. Tan); "Library Information Skills and Standardized Achievement Tests" (Mary M. Jackson); "From Indicators of Quantity to Measures of Effectiveness: Ensuring 'Information Power's' Mission" (Robert E. Berkowitz); "Expanding the Evaluation Role in the Critical-Thinking Curriculum" (Daniel Callison); "Assessing the Library Research Process" (Carol Collier Kuhlthau); "Alternative Assessment: Promises and Pitfalls" (Delia Neuman); "Assessment of Student Performance: The Fourth Step in the Instructional Design Process" (Barbara K. Stripling); "What's the Difference between 'Authentic' and 'Performance' Assessment?" (Carol A. Meyer); "Practicing Authentic Assessment in the School Library" (Barbara K. Stripling); "The Potential for Portfolio Assessment" (Daniel Callison); "Assessing the Big Outcomes" (Nora Redding); and "Linking Assessment to Accountability: Sixth-Grade Performance Assessment" (Willa Spicer, Joyce Sherman). A subject index concludes the book. (MAS)
Descriptors: Critical Thinking, Educational Assessment, Elementary Secondary Education, Evaluation Criteria, Evaluation Methods, Information Skills, Instructional Design, Learning Resources Centers, Library Research, Library Services, Library Skills, Media Specialists, Performance Based Assessment, Portfolio Assessment, Portfolios (Background Materials), School Libraries, Standardized Tests, Student Evaluation, Testing
Libraries Unlimited, Inc., P.O. Box 6633, Englewood, CO 80155-6633 ($18).
Publication Type: Collected Works - General; Information Analyses; Books
Education Level: N/A
Audience: Media Staff; Practitioners
Authoring Institution: N/A