Assessment 1
Assessment #1
Assessment #1: Composite Assessment: Collaborative Lesson, Facilities Design
Project, Technical Services Manual
(Assessment of content knowledge in the field of library media)
Description of Assessment and Use in Program
Longwood established its School Library Media Program at the master’s level in 1989. Our
Graduate Licensure track was approved by the Virginia Department of Education in 2000. In our previous NCATE review, the master’s track was recognized by NCATE, while the licensure track was approved by VDOE.
Virginia does not require completion of Praxis II. When the program assessments were originally selected for the current review, therefore, we selected our comprehensive examination to serve as assessment #1. Data, collected for 2006-2007 and 2007-2008, show that 10 students took the comprehensive exam in Fall 2006; 38 students in Spring 2007; 19 students in Fall 2007; and 18 students in Spring 2008. Questions on the comprehensive exam address all 13 elements of the AASL standards, and the pass rate was 100%.
In Fall 2007, however, the Virginia Department of Education began to align its review of educator preparation programs with national accreditation. This necessitated a revamping of assessment #1 to include students enrolled in the Graduate Licensure track. (The comprehensive exam was no longer acceptable as an NCATE assessment since only those students enrolled in the master’s tracks are required to take comprehensive examinations.)
Therefore, in Spring 2008, program faculty determined to use a composite assessment to demonstrate candidate attainment of content knowledge. This composite assessment has three components:
-Assessment #1-A the collaborative lesson, required in EDSL660, Collaborative Instructional Processes.
With attention to content area standards and to AASL Standards for 21 st
Century Learners, candidates create a lesson which involves co-planning, co-teaching, and co-evaluating. With this assessment, candidates are required to plan for collaborative instruction.
-Assessment #1-B the facilities design project, required in EDSL670, Administration of School Library
Media Centers, requires candidates to visit, evaluate, and suggest design improvements for an existing school library.
-Assessment #1-C the technical services manual, required in EDSL580, Technical Processing of
Materials, requires candidates to develop policies and procedures regarding the organization of resources.
How Assessment Aligns with Standards Cited
Through the components in this composite assessment, 10 elements of the AASL standards are addressed.
Component #1-A, collaborative lesson, addresses 1.1 as candidates model a variety of effective strategies to locate, evaluate, and use information in a variety of formats for diverse purposes; 1.3 as candidates plan strategically to ensure intellectual access to information; 1.4 as candidates demonstrate ways to establish and maintain a positive educational climate in the library and demonstrate collaborative techniques; 2.1 as candidates design library instruction that assesses learner needs, instructional methodologies, and information processes; support the learning of all students including those with diverse learning styles, abilities, and needs; and ensure that the library curriculum is documented as significant to the overall academic success of all students; 2.2 as candidates work with classroom teachers to co-plan, co-teach, and co-evaluate information skills instruction and document and communicate the impact of collaborative instruction on student achievement; 2.3 as candidates incorporate technology to promote the use of both print and nonprint resources and work to ensure that responsibility for an
1
Assessment #1 integrated information literacy curriculum is shared across the curriculum; 3.2 as candidates share expertise in the design of instruction and assessment with colleagues; and 3.3 as candidates develop a library program that reflects best practices.
Component #1-B, facilities design project, addresses 1.4 as candidates demonstrate ways to establish and maintain an attractive positive educational climate; identify relationships among facilities, programs, and environment; and plan and organize the library according to its use by the learning community; 4.1 as candidates organize the library facility and plan for efficient use of resources and technology to meet diverse learner needs; and 4.2 as candidates plan adequate space for individuals, small groups, and whole classes.
Component #1-C, Technical Services Manual, addresses 2.1 as candidates codify policies and procedures that facilitate access to information to support the learning of all students and other members of the learning community; 4.1 as candidates organize the library collection of print, nonprint, and electronic formats according to standard accepted practice and plan for efficient use of resources to meet diverse user needs; and 4.2 as candidates organize the physical resources of the library media program.
Analysis of Data Findings—Component #1-A, Collaborative Lesson
During the 2006-2007 academic year, 41 candidates enrolled in EDSL660, Collaborative
Instructional Processes, completed the collaborative lesson plan assignment. All candidates earned an overall acceptable or target score on the assignment. As scores are analyzed by rubric item, three of 41 candidates scored at the unacceptable level for resources identified for use in the lesson, and two of 41 candidates scored at the unacceptable level for assessment of lesson success. On all other rubric items, all candidates scored at the acceptable or target levels.
During the 2007-2008 academic year, 53 candidates enrolled in EDSL660, Collaborative
Instructional Processes, completed the collaborative lesson assignment. All candidates earned an overall acceptable or target score on the assignment, and all candidates scored at the acceptable or target levels on all rubric items. There were no unacceptable scores.
During the 2008-2009 academic year, 45 candidates enrolled in EDSL660, Collaborative
Instructional Processes, completed the collaborative lesson assignment. All candidates earned an overall acceptable or target score on the assignment, and all candidates scored at the acceptable or target levels on all rubric items. There were no unacceptable scores.
In fall 2009, 42 candidates enrolled in EDSL660, Collaborative Instructional Processes, completed the collaborative lesson assignment. All candidates earned an acceptable or target score on the assignment, and all candidates scored at the acceptable or target levels on all rubric items. There were no unacceptable scores.
How Data Provides Evidence for Meeting Standards
Examination of data by standards addressed on this assessment demonstrates that all candidates performed at the acceptable or target levels for mastery of standards 1.1, 1.3, 1.4, 2.1, 2.2, 2.3, 3.2, and
3.3.
Analysis of Data Findings—Component #1-B, Facilities Design Project
During the 2008-2009 academic year, 52 candidates enrolled in EDSL670, Administration of
School Library Media Centers, completed the facilities design project. All candidates earned an overall acceptable or target score on the assignment, and all candidates scored at the acceptable or target levels on all rubric items. There were no unacceptable scores.
In fall 2009, 36 candidates enrolled in EDSL670, Administration of School Library Media
Centers, completed the facilities design project. All candidates earned an overall acceptable or target score on the assignment. As scores are analyzed by rubric item, one candidate scored at the unacceptable level for current facility description and one candidate scored at the unacceptable level for justification for changes and renovations.
2
Assessment #1
How Data Provides Evidence for Meeting Standards
Examination of data by standards addressed on this assessment demonstrates that all candidates performed at the acceptable or target levels for mastery of standards 1.4, 4.1, and 4.2.
Analysis of Data Findings—Component #1-C, Technical Services Manual
During the 2008-2009 academic year, 28 candidates enrolled in EDSL580, Technical Processing of Materials completed the technical services manual. All candidates earned an overall acceptable or target score on the assignment. As scores are analyzed by rubric item, one of 28 candidates scored at the unacceptable level for role of technical services in the mission of the school, one of 28 scored at the unacceptable level for rationale for policies, two scored at the unacceptable level for examples, and one for providing a bibliography of resources used to complete the assignment. On all other rubric items, all candidates scored at the acceptable or target levels.
How Data Provides Evidence for Meeting Standards
Examination of data by standards addressed on this assessment demonstrates that all candidates performed at the acceptable or target levels for mastery of standards 2.1, 4.1, and 4.2.
Assessment, Scoring Guide, Candidate Data
1-A. Collaborative Lesson (EDSL660)
Assessment Tool/Description of Assignment
EDSL660: Collaborative Instructional Processes
Collaborative Lesson Plan
Give an overview of a jointly planned lesson between the library media specialist and the classroom teacher. Include the following elements:
Lesson topic/focus, including grade level, a brief description of the students, and attention to differentiation of instruction to meet student learning needs
Content curriculum standards (SOL) to be addressed
AASL Standards for 21 st Century Learners to be addressed
A sample of possible resources to be used in the lesson (type and specific title)
Division of responsibilities between library media specialist and classroom teacher (and any other partners who might be involved)
Evidence of joint planning (brief description and summary of joint planning meetings before lesson, perhaps during lesson, and after lesson)
Assessment of student learning (what will be the student product/learning outcomes? How will they be assessed and by whom? What provisions have been made for remediation, if needed?)
Assessment of lesson success (who will determine and how will it be determined if the lesson was a success? What changes/improvements might be suggested for the future?)
Impact of library media specialist on student learning (what difference was made by participation of library media specialist in learning process? From library media specialist’s point of view?
From others’ point of view?)
Pay careful attention to grammar, spelling, and punctuation.
Worth 20 points
AASL/NCATE Standards Addressed:
Standard 1: Use of Information and Ideas
3
Assessment #1
1.1
Efficient and Ethical Information Seeking Behavior
1.3
Access to Information
1.4
Stimulating Learning Environment
Standard 2: Teaching and Learning
2.1 Knowledge of Learners and Learning
2.2 Effective and Knowledgeable Teacher
2.3 Information Literacy Curriculum
Standard 3: Collaboration and Leadership
3.2 Instructional Partner
3.3 Educational Leader
Scoring Guide
EDSL660: Collaborative Instructional Processes
Collaborative Lesson Plan
ITEM
A. Lesson topic/focus
(1.4, 2.1, 2.2, 3.2)
UNACCEPTABLE (0) ACCEPTABLE (1)
No lesson topic/focus. Lesson topic/focus is described.
Grade level and description of student learners is given.
B. Content curriculum standards (SOL) addressed (1.4, 2.1, 2.2,
3.2)
C. AASL Standards for
21 st Century Learners addressed (1.1, 1.3, 2.1,
2.2, 2.3)
D. Resources to be used in lesson (1.1, 1.3,
1.4, 2.1, 2.2)
E. Division of responsibilities (1.1,
1.3, 2.1, 2.2, 2.3, 3.2,
3.3)
F. Evidence of joint planning (1.1, 1.3, 2.1,
2.2, 2.3, 3.2, 3.3)
No curriculum standards given.
No AASL Standards for
21 st Century Learners given.
No evidence of joint planning.
Content curriculum standards are given.
AASL Standards for
21 st Century Learners are given.
Types of resources listed. Three to five specific resources listed of varying types (ex. print and nonprint)
No evidence of division of responsibilities.
Participants in the collaborative lesson are given.
Times of joint planning sessions are given.
TARGET (2)
Lesson topic/focus is described. Grade level and description of student learners is given. Attention is given to differentiation of instruction to meet students’ learning needs.
Content curriculum standards are given.
AASL Standards for
21 st Century Learners are given.
More than five specific resources listed of varying types (ex. print and nonprint)
Participants in the collaborative lesson and duties/roles of each are given.
Times of joint planning sessions are given, as well as a brief summary of what was discussed/what
4
G. Assessment of student learning (1.4,
2.1, 2.2, 2.3, 3.2, 3.3)
H. Assessment of lesson success (1.4, 2.1,
2.2, 2.3, 3.2)
No evidence of assessment of student learning.
No evidence of assessment of lesson success.
Type of student product/learning outcome is described.
LMS evaluates lesson success at completion.
Assessment #1 decisions were made.
Type of student product/learning outcome is described as well as who will assess it.
Provisions made for remediation, as needed.
LMS and others (ex. teacher, students) evaluate lesson success at completion.
I. Impact of LMS on student learning (1.4,
2.1, 2.2, 2.3, 3.3)
No evidence of impact of
LMS on student learning.
LMS gives evidence of impact on student learning.
J. Mechanics: Spelling, grammar, punctuation
RATING SCALE
Score
16-20
11-15
10
Numerous spelling, grammatical, and/or punctuation errors.
Grade
A
B
C
Minimal spelling, grammatical, and punctuation errors.
0-9 F
AASL/NCATE Standards Addressed:
Standard 1: Use of Information and Ideas
1.1 Efficient and Ethical Information Seeking Behavior
1.3 Access to Information
1.4 Stimulating Learning Environment
Standard 2: Teaching and Learning
2.1 Knowledge of Learners and Learning
2.2 Effective and Knowledgeable Teacher
2.3 Information Literacy Curriculum
Standard 3: Collaboration and Leadership
3.2 Instructional Partner
3.3 Educational Leader
Candidate Data
Fall 2006:
Candidates N=21
Scoring Element
Topic
SOL
ILS
Unacceptable
0
0
0
Acceptable
0
0
1 (5%)
Target
21 (100%)
21 (100%)
20 (95%)
LMS and others (ex. teacher, students) give evidence of impact on student learning.
No errors in spelling, grammar, or punctuation.
5
Resources
Responsibilities
JointPlan
AssessStudent
3 (14%)
0
0
AssessLesson
Impact
Mechanics
By Standard Addressed:
Standard
1.1
0
2 (10%)
0
0
Unacceptable
0
1.3
1.4
2.1
2.2
2.3
3.2
3.3
Spring 2007:
Candidates N=20
0
0
0
0
0
0
0
2 (10%)
Acceptable
0
0
1 (5%)
0
0
0
0
0
0
0
0
1 (5%)
1 (5%)
0
Scoring Element
Topic
SOL
ILS
Resources
Responsibilities
JointPlan
Unacceptable
0
0
0
0
AssessStudent
AssessLesson
Impact
Mechanics
By Standard Addressed:
Standard
1.1
1.3
Unacceptable
0
0
0
0
0
0
0
0
Acceptable
0
0
0
1 (5%)
0
0
0
0
0
0
1.4
2.1
2.2
2.3
0
0
0
0
Acceptable
0
0
0
0
0
0
3.2
3.3
0
0
0
0
Summer 2007: EDSL660 was not offered during Summer 2007.
Target
20 (100%)
20 (100%)
20 (100%)
19 (95%)
20 (100%)
20 (100%)
20 (100%)
20 (100%)
20 (100%)
20 (100%)
Target
20 (100%)
20 (100%)
20 (100%)
20 (100%)
20 (100%)
20 (100%)
20 (100%)
20 (100%)
16 (76%)
21 (100%)
21 (100%)
21 (100%)
18 (85%)
20 (95%)
21 (100%)
Assessment #1
Target
21 (100%)
21 (100%)
20 (95%)
21 (100%)
21 (100%)
21 (100%)
21 (100%)
21 (100%)
6
Fall 2007:
Candidates N=34
Scoring Element
Topic
SOL
ILS
Resources
Responsibilities
JointPlan
AssessStudent
AssessLesson
Impact
Mechanics
By Standard Addressed:
Unacceptable
0
0
0
0
0
0
0
0
0
0
Standard
1.1
1.3
1.4
2.1
2.2
2.3
3.2
3.3
Spring 2008:
Candidates N=19
Scoring Element
Topic
SOL
ILS
Resources
Responsibilities
JointPlan
AssessStudent
AssessLesson
Impact
Mechanics
By Standard Addressed:
Standard
1.1
1.3
1.4
2.1
2.2
2.3
Unacceptable
0
0
0
0
0
0
0
0
Unacceptable
0
0
0
Unacceptable
0
0
0
0
0
0
0
0
0
0
0
0
0
Acceptable
1 (3%)
0
0
5 (15%)
0
0
0
1 (3%)
0
0
Acceptable
0
0
0
0
0
0
0
0
Acceptable
0
0
0
Acceptable
0
0
0
0
0
0
0
0
0
0
0
0
0
Target
33 (97%)
34 (100%)
34 (100%)
29 (85%)
34 (100%)
34 (100%)
34 (100%)
33 (97%)
34 (100%)
34 (100%)
Target
34 (100%)
34 (100%)
34 (100%)
34 (100%)
34 (100%)
34 (100%)
34 (100%)
34 (100%)
Target
19 (100%)
19 (100%)
19 (100%)
19 (100%)
19 (100%)
19 (100%)
19 (100%)
19 (100%)
19 (100%)
19 (100%)
Target
19 (100%)
19 (100%)
19 (100%)
19 (100%)
19 (100%)
19 (100%)
Assessment #1
7
3.2
3.3
Summer 2008:
Candidates N=17
0
0
1.3
1.4
2.1
2.2
2.3
3.2
3.3
Scoring Element
Topic
SOL
AASL Standards
Unacceptable
0
0
Resources
Responsibilities
JointPlan
AssessStudent
0
0
0
1 (6%)
AssessLesson
Impact
Mechanics
By Standard Addressed:
Standard
1.1
0
0
0
0
Unacceptable
0
0
0
0
0
0
0
0
Fall 2008:
Candidates N=28
Scoring Element Unacceptable
Topic
SOL
0
0
0 AASL Standards
Resources
Responsibilities
JointPlan
AssessStudent
AssessLesson
Impact
Mechanics
By Standard Addressed:
Standard
0
0
0
0
0
0
0
Unacceptable
1.1
1.3
1.4
0
0
0
0
0
Acceptable
1 (6%)
0
0
3 (18%)
0
0
0
1 (6%)
0
0
Acceptable
0
0
0
0
0
0
0
0
Acceptable
0
0
0
1 (4%)
0
0
0
0
1 (4%)
0
Acceptable
0
0
0
19 (100%)
19 (100%)
Assessment #1
Target
16 (94%)
17 (100%)
17 (100%)
14 (82%)
17 (100%)
16 (94%)
17 (100%)
16 (94%)
17 (100%)
17 (100%)
Target
17 (100%)
17 (100%)
17 (100%)
17 (100%)
17 (100%)
17 (100%)
17 (100%)
17 (100%)
Target
28 (100%)
28 (100%)
28 (100%)
27 (96%)
28 (100%)
28 (100%)
28 (100%)
28 (100%)
27 (96%)
28 (100%)
Target
28 (100%)
28 (100%)
28 (100%)
8
Assessment #1
2.1
2.2
2.3
3.2
3.3
0
0
0
0
0
0
0
0
0
0
28 (100%)
28 (100%)
28 (100%)
28 (100%)
28 (100%)
Spring 2009: EDSL660 was not offered during Spring 2009.
Summer 2009: EDSL660 was not offered during Summer 2009.
Fall 2009:
Candidates N=42
Scoring Element
Topic
SOL
AASL Standards
Resources
Responsibilities
JointPlan
AssessStudent
AssessLesson
Impact
Mechanics
By Standard Addressed:
Standard
1.1
1.3
1.4
2.1
2.2
2.3
3.2
3.3
Unacceptable
0
0
0
0
0
0
0
0
0
0
Unacceptable
0
0
0
0
0
0
0
0
Acceptable
0
0
0
1 (2%)
0
0
0
2 (5%)
1 (2%)
0
Acceptable
0
0
0
0
0
0
0
0
Target
42 (100%)
42 (100%)
42 (100%)
41 (98%)
42 (100%)
42 (100%)
42 (100%)
40 (95%)
41 (98%)
42 (100%)
Target
42 (100%)
42 (100%)
42 (100%)
42 (100%)
42 (100%)
42 (100%)
42 (100%)
42 (100%)
1-B. Facilities Design Project (EDSL670)
Assessment Tool/Description of Assignment
EDSL670: Administration of School Library Media Centers
Facilities Design Project
Visit a school library media center. Draw and describe the current facility. Include at least the following: number of rooms, layout of rooms, location of circulation desk, location of reference area, shelving layout, number and location of patron computer workstations, location of security system (if applicable), location of computer lab (if applicable), furniture type and layout, location of doors and windows, location of office space, work space, storage space. Redesign/rearrange/improve this facility. Dream big!
9
Assessment #1
You are not limited to a budget for this project! Be sure to include a computer lab. Draw and describe the renovated facility. Justify at least six of the improvements. Submit to the instructor in class.
Worth 8 points
AASL/NCATE Standards Addressed:
Standard 1: Use of Information and Ideas
1.4 Stimulating Learning Environment
Standard 4: Program Administration
4.1 Managing Information Resources: Selecting, Organizing, Using
4.2 Managing program Resources: Human, Financial, Physical
Scoring Guide
EDSL670: Administration of School Library Media Centers
Facilities Design Project
REQUIRED
ELEMENTS
UNACCEPTABLE
No drawing (0) Drawing of current media center (1.4,
4.1, 4.2)
ACCEPTABLE
Drawing showing layout of room(s) without including circulation desk, shelving, furniture, doors, and windows (.5)
TARGET
Drawing with layout of room(s), including circulation desk, reference area, shelving, computer workstations, security system (if applicable), furniture, doors, and windows, office(s), work space, and storage space
(1)
Description of current media center (1.4,
4.1, 4.2)
No description (0) Description of room(s) without including the circulation desk, shelving, furniture, doors, and windows (.5)
No improvements (0) Fewer than six improvements (1)
Detailed description of room(s), including location of circulation desk, reference area, shelving, computer workstations, security system (if applicable), furniture, doors, and windows, office(s), work space, and storage space
(1)
Six improvements (including a computer lab if not in original media center) (2)
Improvements to media center (1.4,
4.1, 4.2)
Justification for improvements to media center (1.4,
4.1, 4.2)
No justification (0) Justification for fewer than six improvements
(1)
Detailed justification for six or more improvements (2)
Drawing of renovated media center (1.4,
4.1, 4.2)
No drawing (0) Drawing showing layout of room(s) without including circulation desk, shelving, furniture, doors, and windows (.5)
Drawing with layout of room(s), including circulation desk, reference area, shelving, computer workstations, security system (if applicable), furniture, doors, and windows, office(s),
10
Description of renovated media center (1.4, 4.1, 4.2)
No description (0) Description of room(s) without including the circulation desk, shelving, furniture, doors, and windows (.5)
Assessment #1 work space, and storage space
(1)
Detailed description of room(s), including location of circulation desk, reference area, shelving, computer workstations, security system (if applicable), furniture, doors, and windows, office(s), work space, and storage space
(1)
RATING SCALE
Score
7-8
Grade
A
5-6
4
B
C
1-3 F
AASL/NCATE Standards Addressed:
Standard 1: Use of Information and Ideas
1.4 Stimulating Learning Environment
Standard 4: Program Administration
4.1 Managing Information Resources: Selecting, Organizing, Using
4.2 Managing program Resources: Human, Financial, Physical
Candidate Data
Fall 2008:
Candidates N=52
Scoring Element
Current Drawing
Current Description
Improvements
Justification
Unacceptable
0
0
0
0
0
0
Renovated Drawing
Renovated Description
By Standard Addressed:
Standard
1.4
4.1
4.2
Unacceptable
0
0
0
Acceptable
3 (6%)
3 (6%)
1 (2%)
1 (2%)
1 (2%)
3 (6%)
Acceptable
1 (2%)
1 (2%)
1 (2%)
Spring 2009: EDSL670 was not offered during Spring 2009.
Summer 2009: EDSL670 was not offered during Summer 2009.
Fall 2009:
Candidates N=36
Target
49 (94%)
49 (94%)
51 (98%)
51 (98%)
51 (98%)
49 (94%)
Target
51 (98%)
51 (98%)
51 (98%)
11
Assessment #1
Scoring Element
Current Drawing
Current Description
Improvements
Unacceptable
0
1 (3%)
Justification
Renovated Drawing
Renovated Description
By Standard Addressed:
Standard
1.4
4.1
4.2
0
1 (3%)
0
0
Unacceptable
0
0
0
Acceptable
0
0
0
0
0
0
Acceptable
0
0
0
Target
36 (100%)
35 (97%)
36 (100%)
35 (97%)
36 (100%)
36 (100%)
Target
36 (100%)
36 (100%)
36 (100%)
1-C. Technical Services Manual (EDSL580)
Assessment Tool/Description of Assignment
EDSL 580: Technical Processing of Materials
Technical Services Manual
As each major topic is covered during the course, decide upon the related policies and procedures to be followed in your real (or a hypothetical) library media center. (If you are in a school division that has centralized processing, write your policy manual as if this service did not exist. Write the policy for your media center.) Collect any examples needed to illustrate these policies and procedures. Include in your policy manual at least the following items:
a description of the school and the clientele served by the library media program,
the mission of the school, the mission of the library media program, and the role that technical services play in these,
the size and scope of the collection,
staffing, budgeting, and scheduling concerns as they affect cataloging,
step-by-step instructions for descriptive cataloging, assignment of call numbers, subject cataloging, cross-referencing, maintenance of authority records, physical processing of print and nonprint materials, catalog maintenance (updates), and inventory,
rationalization or justification for procedures,
provision for revision/update of manual,
bibliography of tools used in the particular library.
Do NOT add a cover to your manual.
AASL/NCATE Standards Addressed:
Standard 2: Teaching and Learning
2.1 Knowledge of Learners and Learning
Standard 4: Program Administration
4.1 Managing Information Resources: Selecting, Organizing, Using
4.2 Managing Program Resources: Human, Financial, Physical
Scoring Guide
12
Assessment #1
EDSL 580: Technical Processing of Materials
Technical Services Manual
UNACCEPTABLE REQUIRED
ELEMENT
A. Introduction
(2.1)
No information about school (0 point)
B. Mission of school (4.2)
C. Mission of library media program (4.2)
D. Role of technical services in missions
(4.2)
E. Size and scope of collection (4.1)
F. Staffing, budgeting, scheduling implications (4.2)
G. Step-by-step instructions for descriptive cataloging (4.1)
H. Step-by-step instructions for
No mission statement of school (0 point)
No mission statement of library media program
(0 point)
No role of technical services in missions
(0 point)
No information about size and scope of collection
(0 point)
No information on staffing, budgeting, and scheduling (0 point)
No instructions for descriptive cataloging
(0 point)
No instructions for assignment of call
ACCEPTABLE
Basic information about school (.25 point)
Partial mission statement of school
(.25 point)
Partial mission statement of library media program
(.25 point)
Role of technical services in missions
(.25 point)
Basic information on size and scope of collection (.25 point)
Basic information on staffing, budgeting, and scheduling (.25 point)
Brief instructions for descriptive cataloging with no examples (1 point)
Brief instructions for assignment of call
TARGET
Detailed information including name of school, age of building, grade levels, number of classes, population, description of diversity, economic setting, and geographic setting (.5 point)
Mission statement of school including philosophy and goals
(.5 point)
Mission statement of library media program including philosophy and goals (.5 point)
Role of technical services in missions, including statement on improving patron access in order to achieve library and school mission (.5 point)
Information on size and scope of collection, including explanation about adequacy of the size and scope, areas needing improvement, and summary of collection analysis
(if available) (.5 point)
Information on staffing, budgeting, and scheduling with details about the implications each has for achieving the missions of the school and library pertaining to technical services (.5 point)
Clear, detailed instructions for all eight areas of descriptive cataloging including the level of cataloging, the standards used, and examples of MARC records *(See additional information below.)
(2 points)
Clear, detailed instructions for assignment of call numbers for
13
assignment of call numbers (4.1)
I. Step-by-step instructions for subject cataloging
(4.1)
J. Step-by-step instructions for cross-referencing
(4.1)
K. Step-by-step instructions for maintenance of authority records
(4.1)
L. Step-by-step instructions for physical processing of print materials
(4.1) numbers (0 point)
No directions for subject cataloging (0 points)
No instructions for cross-referencing (0 points)
No instructions for maintenance of authority records (0 point)
No instructions for physical processing of print materials (0 point)
M. Step-by-step instructions for physical processing of nonprint materials
(4.1)
No instructions for physical processing of nonprint materials (0 point) numbers with no examples (1 point)
Brief directions for subject cataloging with no examples (1 point)
Brief instructions for cross-referencing with no examples (0.5 point)
Brief instructions for maintenance of authority records with no examples
(.25 point)
Brief instructions for physical processing of print materials with no examples (1 point)
Brief instructions for physical processing of nonprint materials with no examples
(1 point)
Assessment #1 all types of materials including the level to which to expand the Dewey number, prefixes, filing letters, examples, and tools used (2 points)
Clear, detailed instructions for subject cataloging including the subject authority used, the number and types of subject headings, policy on local subject headings, and examples
(2 points)
Clear, detailed instructions for cross-referencing including the tools used, types of cross references (RT, NT, SA, for example), procedure for recording cross references, and examples (1 point)
Clear, detailed instructions for maintenance of authority records including the tools used, types used
(subject/name), procedure for recording authority records, and examples (.5 point)
Clear, detailed instructions for physical processing of print materials including the tools and supplies used, the source/location of supplies, processing steps by type of material (paperbacks, hardbacks, dust jackets, and periodicals, for example), placement of property stamps, call numbers, barcodes, and reading program labels (if applicable), information on verso, and examples (2 points)
Clear, detailed directions for physical processing of nonprint materials the tools and supplies used, the source/location of supplies, processing steps by type of material (CDs DVDs, software,
VHS, kits, equipment, etc.),
14
N. Step-by-step instructions for catalog maintenance
(4.1)
O. Step-by-step instructions for inventory (4.1)
P. Rationale/ justification for policies/procedures
(4.1, 4.2)
Q. Bibliography of tools used in library
(4.1)
R. Provision for revision/updates of manual
S. Examples
T. Bibliography of resources used to complete assignment
No instructions for catalog maintenance
(0 point)
No instructions for inventory (0 point)
No rationale/justification of policies/procedures
(0 point)
No bibliography of tools used in library (0 point)
Brief instructions for catalog maintenance
(.25 point)
Brief instructions for inventory (.5 point)
Brief statement of rationale/justification for policies/procedures
(.25 point)
Partial bibliography of tools used in library with errors in format
(.25 point)
No statement for revision/updates of
Brief statement for revision/updates of manual (0 point) manual (.25 point)
No examples (0 point) Few examples (1 point)
Assessment #1 placement of property stamps, call numbers, barcodes, and examples (2 points)
Clear, detailed instructions for catalog maintenance including a policy and schedule for updating subject headings and call numbers when revisions are published, adding/updating processing steps for new formats, and updating automation (.5 point)
Complete, detailed instructions for inventory including tools used; schedule and scope; procedure; reports (if available); and storage, cleaning, and/or repair of items following the inventory (1 point)
Complete statement of rationale/justification for policies/procedures including impact on patron access and the school and library missions (.5 point)
Complete bibliography of tools used in library in APA format
(.5 point)
No bibliography of resources used to complete assignment
(0 point)
Brief bibliography of resources used to complete assignment with errors in format
(.25 point)
Complete statement for revision/updates of manual including a schedule (.5 point)
Sample MARC records for each type of material in the collection; items in sections G
(areas 5 and 7), H, J, K, L, and
M; completed vendor spec sheet(s) for print and nonprint materials; sample inventory reports; and summary of collection analysis (if available) (2 points)
Complete bibliography of resources used to complete assignment in APA format (.5 point)
15
Assessment #1
RATING SCALE
Score
16-20
11-15
10
0-9
Grade
A
B
C
F
* Additional information for Section G: You need to make decisions; that is, will you include the following?
Area 1 (other title information such as subtitles; GMDs for the types of materials in your library; other statements of responsibility such as illustrators)
Area 2 (edition statements)
Area 3 (MARC records for maps, serials, or electronic resources; if so, list additional MARC fields for each - Maps-255, Serials-310, 362, Electronic Resources-256, 538; sample MARC record for each of these three unusual formats cataloged in your library)
Area 4 (Directions for cataloging items without a place or date of publication)
Area 5 (List of SMDs in your library and corresponding materials for which they are used; directions for cataloging books with unnumbered pages; list of formats in your library with other details and dimensions used for each -See rules 5C & 5D in Concise AACR2 .; library policy for including information on accompanying materials with a sample MARC record)
Area 6 (Series statements; series numbering)
Area 7 (List of notes to be used, when applicable – that is, summary, contents, reading program, curriculum, award, etc.; Sample MARC record(s) showing various notes used in your library)
Area 8 (Format of ISBN/ISSN – that is, hyphens, binding details)
AASL/NCATE Standards Addressed:
Standard 2: Teaching and Learning
2.1 Knowledge of Learners and Learning
Standard 4: Program Administration
4.1 Managing Information Resources: Selecting, Organizing, Using
4.2 Managing Program Resources: Human, Financial, Physical
Candidate Data
Fall 2008:
Candidates N=7
Scoring Element
Introduction
Mission—School
Mission—Library
Role of Tech Services
Size and Scope
Staff Budget Schedule
Descriptive Cataloging
Call Numbers
Subject Cataloging
Cross References
Unacceptable
0
0
0
0
0
0
0
0
0
0
Acceptable
1 (14%)
0
0
0
0
0
0
0
0
1 (14%)
Target
6 (86%)
7 (100%)
7 (100%)
7 (100%)
7 (100%)
7 (100%)
7 (100%)
7 (100%)
7 (100%)
6 (86%)
16
Authority Records
Processing--Print
Processing--Nonprint
Catalog Maintenance
Inventory
Rationale for Policies
Bibliography of Tools
Revision of Manual
0
0
0
0 Examples
Bibliography of
Resources
By Standard Addressed:
Standard
2.1
4.1
4.2
0
Unacceptable
0
0
0
0
0
0
0
0
Spring 2009:
Candidates N=11
Scoring Element
Introduction
Mission—School
Mission—Library
Role of Tech Services
Size and Scope
Staff Budget Schedule
Descriptive Cataloging
Call Numbers
Subject Cataloging
Unacceptable
0
0
0
0
0
0
0
0
0
0 Cross References
Authority Records
Processing--Print
Processing--Nonprint
Catalog Maintenance
Inventory
Rationale for Policies
0
0
0
0
0
0
0 Bibliography of Tools
Revision of Manual
Examples
0
0
Bibliography of
Resources
By Standard Addressed:
Standard
2.1
4.1
0
Unacceptable
0
0
Acceptable
1 (14%)
0
0
Acceptable
0
0
1 (14%)
0
0
0
0
0
0
0
0
0
Acceptable
0
0
0
0
0
0
0
1 (9%)
0
0
0
1 (9%)
1 (9%)
0
0
0
3 (27%)
0
1 (9%)
3 (27%)
Target
11 (100%)
11 (100%)
11 (100%)
11 (100%)
11 (100%)
11 (100%)
11 (100%)
10 (91%)
11 (100%)
11 (100%)
11 (100%)
10 (91%)
10 (91%)
11 (100%)
11 (100%)
11 (100%)
8 (73%)
11 (100%)
10 (91%)
8 (73%)
Target
11 (100%)
11 (100%)
6 (86%)
7 (100%)
7 (100%)
7 (100%)
7 (100%)
7 (100%)
7 (100%)
7 (100%)
7 (100%)
7 (100%)
Assessment #1
Target
6 (86)
7 (100%)
7 (100%)
17
4.2 0 0
Summer 2009:
Candidates N=10
Scoring Element
Introduction
Mission—School
Mission—Library
Role of Tech Services
Size and Scope
Staff Budget Schedule
Descriptive Cataloging
Call Numbers
Subject Cataloging
Cross References
Authority Records
Processing--Print
Processing--Nonprint
Catalog Maintenance
Inventory
Rationale for Policies
Bibliography of Tools
Revision of Manual
Examples
Bibliography of
Resources
By Standard Addressed:
Standard
2.1
4.1
Unacceptable
0
0
0
1 (10%)
0
1 (10%)
2 (20%)
1 (10%)
Unacceptable
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Acceptable
0
1 (10%)
0
0
1 (10%)
0
0
2 (20%)
1 (10%)
1 (10%)
0
1 (10%)
1 (10%)
0
0
0
5 (50%)
0
3 (30%)
5 (50%)
Acceptable
0
0
4.2 0
Fall 2009: EDSL580 was not offered during Fall 2009.
0
11 (100%)
Assessment #1
Target
10 (100%)
9 (90%)
10 (100%)
9 (90%)
9 (90%)
10 (100%)
10 (100%)
8 (80%)
9 (90%)
9 (90%)
10 (100%)
9 (90%)
9 (90%)
10 (100%)
10 (100%)
9 (90%)
5 (50%)
10 (100%)
5 (50%)
4 (40%)
Target
10 (100%)
10 (100%)
10 (100%)
18
