NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1165040
Record Type: Journal
Publication Date: 2018
Pages: 8
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-1094-9046
EISSN: N/A
Documenting Evidence of Practice: The Power of Formative Assessment
Stefl-Mabry, Joette
Knowledge Quest, v46 n3 p50-57 Jan-Feb 2018
The field of school librarianship has long called for stronger evidence related to school libraries and student achievement (Stefl-Mabry and Raddick 2017; Stefl-Mabry et al. 2016; Morris and Cahill 2017). This article outlines a systematic method for school librarians to document student learning and provide tangible confirmation of their practice--evidence of student learning. Well-written learning objectives make core capabilities visible to school librarians, students, parents, and administrators. Systematically documenting evidence of practice by using formative assessment provides tangible evidence of what and how school librarians contribute to student achievement.
American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 1-800-545-2433; Web site: http://knowledgequest.aasl.org/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Media Staff
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A