Assessment #4
Assessment #4: Summary Paper with Artifacts
(Assessment of practicum or internship)
Description of Assessment and Use in Program
Assessment #4 is the summary paper with artifacts, required in EDSL690, Clinical
Experience in Library Media Services and in EDSL689, Supervised Experience in Library Media
Services. (Although EDSL689 is required in our initial licensure track, this track was offered for
the first time in the 2007-2008 academic year; therefore, no candidates have reached the point in
the program to take this course at this time.) This assessment demonstrates that candidates are
able to effectively apply their knowledge, skills, and dispositions in school library settings.
How Assessment Aligns with Standards Cited
The summary paper with artifacts aligns completely with each of the AASL standards.
This is the culminating assignment in candidates’ clinical experience which is typically taken at
the end of their coursework. Students are required to reflect upon and respond to each of the
standards, rating themselves, justifying their ratings with narrative and with artifacts submitted to
the instructor. The instructor examines student ratings and evaluates both narrative and artifacts.
Additionally, the supervising faculty member observes the candidate working in the school
library setting.
Analysis of Data Findings
During the 2006-2007 academic year, 67 candidates enrolled in EDSL690, Clinical
Experience in Library Media Services, completed the summary paper with artifacts assignment.
One candidate scored at the unacceptable level in connection to the library community,
instructional partnership, managing program resources, and strategic planning and assessment.
This candidate was mentored and counseled in these areas. All candidates scored at acceptable
or target on all the other standards.
During the 2007-2008 academic year, 53 candidates enrolled in EDSL690, Clinical
Experience in Library Media Services, completed the summary paper with artifacts assignment.
One candidate scored at the unacceptable level in managing information resources and strategic
planning and assessment. This candidate was mentored and counseled in these areas. All
candidates scored at acceptable or target on all the other standards.
During the 2008-2009 academic year, 27 candidates enrolled in EDSL690 completed the
summary paper with artifacts assignment. All candidates scored at acceptable or target on all
standards.
During fall 2009, 17 candidates enrolled in EDSL690 completed the summary paper with
artifacts assignments. All candidates scored at acceptable or target on all standards.
Analysis of the data shows that those candidates at the acceptable level tend to be
candidates who are still working as classroom teachers, who complete the 200 required clock
hours for the course, but who have not yet fully had the opportunity to grow and develop and
reach target level activities in the field. Those candidates at the target level tend to be candidates
who are practicing school librarians who have the opportunity to implement the standards on a
daily basis.
How Data Provides Evidence for Meeting Standards
1
Assessment #4
Data for this assessment completely align with the standards as candidates submit
artifacts which document their level of standard attainment.
Assessment, Scoring Guide, Candidate Data
Assessment Tool/Description of Assignment
EDSL 690: Clinical Experience in Library Media Services
Summary paper with artifacts
Using the Rubric for Summary Paper, which is based on the ALA/AASL Standards for Initial
Programs for School Library Media Specialist Preparation, address each element in the four
standards. For example, under Standard One, Use of Information and Ideas, explain how you
rate yourself (Unacceptable, Acceptable, Target) for Efficient and Ethical Information-Seeking
Behavior and justify your rating with explanation and examples. Next rate yourself on Literacy
and Reading and justify. Next rate yourself on Access to Information and justify, and so on until
you have addressed each element within the four standards.
 Include six artifacts that document your ratings—one to document each of the four
standards plus two that document standards of your choice. At the beginning of your
summary paper, list the artifacts included and the standard they represent. For
example, your listing might read as follows:
1.2 Reading promotion plan
2.2 Collaborative lesson
3.3 Professional growth plan
4.1 Collection development policy manual
Etc. (These are example artifacts only. Include what you feel best
represents your mastery of a particular standard.)
AASL/NCATE Standards Addressed:
Standard 1: Use of Information and Ideas
1.1 Efficient and Ethical Information Seeking Behavior
1.2 Literacy and Reading
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
3.1 Connection with the Library Community
3.2 Instructional Partner
3.3 Educational Leader
Standard 4: Program Administration
4.1 Managing Information Resources: Selecting, Organizing, Using
4.2 Managing Program Resources: Human, Financial, Physical
4.3 Comprehensive and Collaborative Strategic Planning and Assessment
2
Assessment #4
Scoring Guide
EDSL690: Clinical Experience in Library Media Services
Rubric for Summary Paper
Standard 1: Use of Information and Ideas
1.1
Efficient and Ethical Information-Seeking Behavior
UNACCEPTABLE
ACCEPTABLE
Demonstrates little or no
Models strategies to locate,
evidence of the research
evaluate and use information
process; does not differentiate
for specific purposes;
user needs; does not identify or identifies and addresses
support student interests or
student interests and
needs; ignores legal and ethical motivations; interacts with
practices
learning community to access,
communicate and interpret
intellectual content; adheres
to and communicates legal
and ethical policies
1.2
Literacy and Reading
UNACCEPTABLE
Demonstrates little or no
evidence of knowledge of the
reading process; is not familiar
with reading material for
children and youth
1.3
Access to Information
UNACCEPTABLE
Demonstrates little or no
TARGET
Advocates for and
demonstrates effective use of
current and relevant
information processes and
resources, including
emerging technologies;
models a variety of effective
strategies to locate, evaluate
and use information in a
variety of formats for diverse
purposes; plans reference
services, using traditional and
electronic services that are
comprehensive and address
the needs of all users; models
and teaches legal and ethical
practices
ACCEPTABLE
Is aware of major trends in
reading material for children
and youth; selects materials in
multiple formats to address
the needs and interests of
diverse young readers and
learners; uses a variety of
strategies to promote leisure
reading; models personal
enjoyment of reading in order
to promote habits of creative
expression and lifelong
reading
TARGET
Is knowledgeable about
historical and contemporary
trends and multicultural
issues in reading material for
children and youth; analyzes
and applies research in
literacy and reading in order
to select and recommend
diverse materials in formats
and at levels that facilitate the
reading process and
development of fluency in
readers; collaborates with
teachers to integrate literature
into curriculum; instills a
sense of enjoyment in reading
in others that leads to lifelong
reading habits
ACCEPTABLE
Supports flexible and open
TARGET
Analyzes and implements
3
Assessment #4
evidence of issues related to
access to information; does not
demonstrate knowledge of the
legal and ethical practices of the
profession
access for the library media
center and its services;
identifies barriers to equitable
access to resources and
services; facilitates access to
information in print, nonprint,
and electronic formats;
complies with and
communicates legal and
ethical codes of the profession
1.4
Stimulating Learning Environment
UNACCEPTABLE
ACCEPTABLE
Demonstrates little or no
Demonstrates ways to
evidence of awareness of the
establish and maintain a
impact of the climate of the
positive educational climate in
library media environment on
the library media center;
learning
identifies relationships among
facilities, programs, and
environment that impact
student learning; plans and
organizes library media
centers according to their use
by the learning community
library media program
scheduling options for
different needs by developing
flexible and open access for
the library media center and
its services; plans
strategically to ensure
physical and intellectual
access to information for the
entire school community;
identifies means of providing
remote access to information;
models and promotes the
tenets of privacy,
confidentiality, intellectual
property, and intellectual
freedom
TARGET
Demonstrates collaborative
techniques as they create and
maintain an attractive,
positive educational climate
in a technology-rich, library
media center; uses researchbased data, including action
research, to analyze and
improve services
Standard 2: Teaching and Learning
2.1 Knowledge of Learners and Learning
UNACCEPTABLE
ACCEPTABLE
Demonstrates little or no
Designs library media
evidence of knowledge of
instruction that assesses
learner characteristics, learning learner needs, instructional
processes, or exceptionalities;
methodologies, and
link among student interests,
information processes to
learning, information skills
assure that each is integral to
instruction, and student
information skills instruction;
achievement is not assessed or
supports learning of all
documented
students and other members of
the learning community,
including those with diverse
learning styles, abilities, and
needs; bases information skills
TARGET
Ensures that the library
media curriculum is
documented as significant to
the overall academic success
of all students
4
Assessment #4
instruction on student interests
and learning needs and links it
to student achievement
2.2 Effective and Knowledgeable Teacher
UNACCEPTABLE
ACCEPTABLE
Develops lesson plans in
Works with classroom
isolation with little or no
teachers to co-plan, co-teach,
attention to instructional
and co-assess information
methodologies; exhibits limited literacy skills instruction; as
strategies and the use of few
teacher of information skills,
resources for instruction; does
makes use of a variety of
not assess student learning
instructional strategies and
assessment tools; analyzes the
role of student interest and
motivation in instructional
design; creates, implements,
and evaluates student learning
experiences in partnership
with teachers and other
educators
2.3 Information Literacy Curriculum
UNACCEPTABLE
ACCEPTABLE
Develops an information
Employs strategies to
literacy curriculum which is in
integrate the information
isolation from content
literacy curriculum with
curriculum and which relies on content curriculum;
traditional print-only library
incorporates technology to
research tools and location and
promote efficient and
access skills
equitable access to
information beyond print
resources; assists students to
use technology to access,
analyze, and present
information
TARGET
Documents and
communicates the impact of
collaborative instruction on
student achievement;
develops a regular
communication procedure
between home and school
TARGET
Works to ensure that
responsibility for an
integrated information
literacy curriculum is shared
across curricular areas
throughout the school;
advocates for information
skills curriculum in order to
assure appropriate learning
experiences for all students
and to address the academic
needs of the school
community.
Standard 3: Collaboration and Leadership
3.1 Connection with the Library Community
UNACCEPTABLE
ACCEPTABLE
Unaware of potential benefits to Demonstrates the potential for
school library media program
establishing connections to
from making connections to
other libraries and the larger
larger learning community;
library community for
have limited or no
resource sharing, networking,
understanding of role of
and developing common
professional associations and
policies and procedures;
journals in professional lives
articulates role of professional
TARGET
Employs strategies to ensure
connections between school
community and larger
library world of public,
academic, and special
libraries and information
centers; participates in
professional associations
5
Assessment #4
associations and journal in
own professional growth
3.2 Instructional Partner
UNACCEPTABLE
Unable to articulate how to
create an integrated library
media program from an isolated
school library media center
3.3 Educational Leader
UNACCEPTABLE
Unaware of basic trends and
issues in field of education; has
minimal knowledge of
professional associations in
other disciplines, or of role of
other educational professionals;
takes a passive role in the
school
ACCEPTABLE
Models, shares, and promotes
ethical and legal principles of
education and librarianship;
acknowledged importance of
participating on school and
district committees and in
faculty staff development
opportunities
TARGET
Anticipates providing
leadership to school and
district committees; shares
expertise in design of
appropriate instruction and
assessment activities with
other professional colleagues
ACCEPTABLE
Articulates relationship of
library media program with
current educational trends and
important issues; recognizes
role of other educational
professionals and professional
associations; translates for the
school ways in which library
program can enhance school
improvement efforts; utilizes
information found in
professional journals to
improve library practice
TARGET
Develops library media
program that reflects best
practices of education and
librarianship; has thorough
understanding of current
trends and issues in
education; writes a plan for
professional growth that
justifies own professional
choices; engages in school
improvement activities by
partnering with
administrators to help
teachers learn and practice
new ways of teaching; shares
information, applies research
results, engages in action
research
Standard 4: Program Administration
4.1 Managing Information Resources: Selecting, Organizing, Using
UNACCEPTABLE
ACCEPTABLE
TARGET
Demonstrates little knowledge
Selects, analyzes, and
Utilizes collection analysis
of accepted library policies,
evaluates print, nonprint, and
and evaluation research and
procedures and practices for
electronic resources using
techniques to ensure
selecting, organizing, and using professional selection tools
balanced collection which
information
and evaluation criteria to
reflects diversity of format
develop quality collection
and content, reflecting our
designed to meet diverse
multicultural society; designs
curricular and personal needs; plans for collection
organizes library media
development and analysis
facility and its collections—
and policies that ensure
print, nonprint, electronic—
flexible and equitable access
6
Assessment #4
according to standard accepted
practice; supports intellectual
freedom and privacy of users;
plans for efficient use of
resources and technology to
meet diverse user needs
to facilities and resources;
develops procedures to
analyze effectiveness of
library media policies,
procedures, and operations;
ensures that policies and
procedures are in place to
support intellectual freedom
and privacy of users of all
ages
4.2 Managing Program Resources: Human, Financial, Physical
UNACCEPTABLE
ACCEPTABLE
TARGET
Demonstrates little knowledge
Develops and evaluates
Organize, manage, and assess
of effective management
policies and procedures that
all human, financial, and
policies, procedures, and
support mission of school and physical resources of library
principles; shows little
address specific needs of
media program; advocates
knowledge of relationship of
library media program, such
for ongoing administrative
facility to program needs
as collection development and support for library media
maintenance, challenged
program and policies;
materials, and acceptable use
actively seeks alternative
policies; applies accepted
sources of funding for library
management principles and
media program, both within
practices that relate to
and outside school
personnel, financial and
community
operational issues; plans
adequate space for
individuals, small groups, and
whole classes
4.3 Comprehensive and Collaborative Strategic Planning and Assessment
UNACCEPTABLE
ACCEPTABLE
TARGET
Unable to develop a plan for the Collaborates with teachers
Collaborates with teachers,
library media program; does not and administrators to develop administrators, students and
use data for decision-making
a library media program plan others in the school
that aligns resources, services community to develop,
and information literacy
implement, and assess longstandards with school’s goals term, strategic plans; able to
and objectives; uses data for
align library media program
decision-making
with information literacy
standards and school’s goals,
objectives, and content
standards; uses quantitative
and qualitative methods of
data collection and analysis
to assess data and make
decisions on which to base
plans and policies
7
Assessment #4
Candidate Data
Fall 2006: EDSL690 was not offered during Fall 2006.
Spring 2007
Candidates N=29
Scoring Element
1.1 Efficient and
Ethical Information
Seeking
1.2 Literacy and
Reading
1.3 Access to
Information
1.4 Stimulating
Learning
Environment
2.1 Knowledge of
Learners and
Learning
2.2 Effective and
Knowledgeable
Teacher
2.3 Information
Literacy Curriculum
3.1 Connection with
Library Community
3.2 Instructional
Partner
3.3 Educational
Leader
4.1 Managing
Information Resources
4.2 Managing
Program Resources
4.3 Strategic Planning
and Assessment
Summer 2007
Candidates N=38
Scoring Element
1.1 Efficient and
Ethical Information
Seeking
1.2 Literacy and
Unacceptable
0
Acceptable
12 (41%)
Target
17 (59%)
0
12 (41%)
17 (59%)
0
18 (62%)
11 (38%)
0
12 (41%)
17 (59%)
0
16 (55%)
13 (45%)
0
20 (69%)
9 (31%)
0
17 (59%)
12 (41%)
1 (3%)
17 (59%)
11 (38%)
1 (3%)
14 (48%)
14 (48%)
0
17 (59%)
12 (41%)
0
16 (55%)
13 (45%)
1 (3%)
17 (59%)
11 (38%)
1 (3%)
25 (86%)
3 (10%)
Unacceptable
0
Acceptable
Target
29 (76%)
9 (24%)
0
11(29%)
27(71%)
8
Assessment #4
Reading
1.3 Access to
Information
1.4 Stimulating
Learning
Environment
2.1 Knowledge of
Learners and
Learning
2.2 Effective and
Knowledgeable
Teacher
2.3 Information
Literacy Curriculum
3.1 Connection with
Library Community
3.2 Instructional
Partner
3.3 Educational
Leader
4.1 Managing
Information Resources
4.2 Managing
Program Resources
4.3 Strategic Planning
and Assessment
0
21 (55%)
17 (45%)
0
22 (58%)
16 (42%)
0
17 (45%)
21 (55%)
0
18 (47%)
20 (53%)
0
18 (47%)
20 (53%)
0
18 (47%)
20 (53%)
0
18 (47%)
20 (53%)
0
21 (55%)
17 (45%)
0
16 (42%)
22 (58%)
0
26 (68%)
12 (32%)
0
24 (63%)
14 (37%)
Fall 2007: EDSL690 was not offered during Fall 2007.
Spring 2008
Candidates N=30
Scoring Element
1.1 Efficient and
Ethical Information
Seeking
1.2 Literacy and
Reading
1.3 Access to
Information
1.4 Stimulating
Learning
Environment
2.1 Knowledge of
Learners and
Learning
2.2 Effective and
Unacceptable
0
Acceptable
13 (43%)
Target
17 (57%)
0
8 (27%)
22 (73%)
0
20 (67%)
10 (33%)
0
13 (43%)
17 (57%)
0
15 (50%)
15 (50%)
0
16 (54%)
14 (46%)
9
Assessment #4
Knowledgeable
Teacher
2.3 Information
Literacy Curriculum
3.1 Connection with
Library Community
3.2 Instructional
Partner
3.3 Educational
Leader
4.1 Managing
Information Resources
4.2 Managing
Program Resources
4.3 Strategic Planning
and Assessment
Summer 2008
Candidates N=23
Scoring Element
1.1 Efficient and
Ethical Information
Seeking
1.2 Literacy and
Reading
1.3 Access to
Information
1.4 Stimulating
Learning
Environment
2.1 Knowledge of
Learners and
Learning
2.2 Effective and
Knowledgeable
Teacher
2.3 Information
Literacy Curriculum
3.1 Connection with
Library Community
3.2 Instructional
Partner
3.3 Educational
Leader
4.1 Managing
Information Resources
0
20 (67%)
10 (33%)
0
19 (63%)
11 (37%)
0
17 (57%)
13 (43%)
0
20 (67%)
10 (33%)
1 (3%)
18 (60%)
11 (37%)
0
20 (67%)
10 (33%)
1 (3%)
22 (73%)
7 (23%)
Unacceptable
0
Acceptable
7 (30%)
Target
16 (70%)
0
9 (39%)
14 (61%)
0
9 (39%)
14 (61%)
0
13 (57%)
10 (43%)
0
15 (65%)
8 (35%)
0
12 (52%)
11 (48%)
0
12 (52%)
11 (48%)
0
13 (57%)
10 (43%)
0
9 (39%)
14 (61%)
0
11 (48%)
12 (52%)
0
11 (48%)
12 (52%)
10
Assessment #4
4.2 Managing
Program Resources
4.3 Strategic Planning
and Assessment
0
11 (48%)
12 (52%)
0
15 (65%)
8 (35%)
Fall 2008: EDSL690 was not offered during Fall 2008.
Spring 2009
Candidates N=19
Scoring Element
1.1 Efficient and
Ethical Information
Seeking
1.2 Literacy and
Reading
1.3 Access to
Information
1.4 Stimulating
Learning
Environment
2.1 Knowledge of
Learners and
Learning
2.2 Effective and
Knowledgeable
Teacher
2.3 Information
Literacy Curriculum
3.1 Connection with
Library Community
3.2 Instructional
Partner
3.3 Educational
Leader
4.1 Managing
Information Resources
4.2 Managing
Program Resources
4.3 Strategic Planning
and Assessment
Summer 2009
Candidates N=8
Scoring Element
1.1 Efficient and
Ethical Information
Unacceptable
0
Acceptable
8 (42%)
Target
11 (58%)
0
6 (32%)
13 (68%)
0
6 (32%)
13 (68%)
0
8 (42%)
11 (58%)
0
6 (32%)
13 (68%)
0
8 (42%)
11 (58%)
0
8 (42%)
11 (58%)
0
9 (47%)
10 (53%)
0
8 (42%)
11 (58%)
0
10 (53%)
9 (47%)
0
9 (47%)
10 (53%)
0
9 (47%)
10 (53%)
0
12 (63%)
7 (37%)
Unacceptable
0
Acceptable
4 (50%)
Target
4 (50%)
11
Assessment #4
Seeking
1.2 Literacy and
Reading
1.3 Access to
Information
1.4 Stimulating
Learning
Environment
2.1 Knowledge of
Learners and
Learning
2.2 Effective and
Knowledgeable
Teacher
2.3 Information
Literacy Curriculum
3.1 Connection with
Library Community
3.2 Instructional
Partner
3.3 Educational
Leader
4.1 Managing
Information Resources
4.2 Managing
Program Resources
4.3 Strategic Planning
and Assessment
Fall 2009
Candidates N=17
Scoring Element
1.1 Efficient and
Ethical Information
Seeking
1.2 Literacy and
Reading
1.3 Access to
Information
1.4 Stimulating
Learning
Environment
2.1 Knowledge of
Learners and
Learning
2.2 Effective and
0
1 (13%)
7 (87%)
0
3 (38%)
5 (62%)
0
3 (38%)
5 (62%)
0
3 (38%)
5 (62%)
0
3 (38%)
5 (62%)
0
4 (50%)
4 (50%)
0
3 (38%)
5 (62%)
0
3 (38%)
5 (62%)
0
4 (50%)
4 (50%)
0
3 (38%)
5 (62%)
0
4 (50%)
4 (50%)
0
5 (62%)
3 (38%)
Unacceptable
0
Acceptable
8 (47%)
Target
9 (53%)
0
9 (53%)
8 (47%)
0
10 (41%)
7 (59%)
0
7 (35%)
10 (65%)
0
6 (65%)
11(35%)
0
6 (65%)
11(35%)
12
Assessment #4
Knowledgeable
Teacher
2.3 Information
Literacy Curriculum
3.1 Connection with
Library Community
3.2 Instructional
Partner
3.3 Educational
Leader
4.1 Managing
Information Resources
4.2 Managing
Program Resources
4.3 Strategic Planning
and Assessment
0
11(35%)
6 (65%)
0
10 (41%)
7 (59%)
0
7 (35%)
10 (65%)
0
8 (47%)
9 (53%)
0
6 (65%)
11(35%)
0
7 (35%)
10 (65%)
0
7 (35%)
10 (65%)
13