Assessment #7
Assessment #7: Library Web Page
(Additional assessment that addresses AASL Standards)
Description of Assessment and Use in Program
Assessment #7 is the library Web page, required in EDSL548, Production of Media for
Instruction. With this assessment, candidates construct a Web page for their library, thus
establishing a 24/7 virtual library presence. Through this assessment, candidates demonstrate
professional knowledge, skills, and dispositions regarding the integration of technology into the
library media program.
How Assessment Aligns with Standards Cited
The library Web page aligns with standard 1.1 as candidates include content in the Web
page which demonstrates effective use of current and relevant information processes and
technologies, as they model effective strategies for locating, evaluating, and using information in
a variety of formats for diverse purposes, as they offer electronic reference services that address
the needs of all users, and as they model and teach legal and ethical practices; 1.3 as candidates
facilitate access to information in electronic formats, plan strategically to ensure that library
resources and services are available to the entire school community, provide means for remote
access to information, and model and promote the tenets of intellectual property and intellectual
freedom; 1.4 as candidates create and maintain an attractive, positive, virtual presence for the
library; 2.1 as candidates provide virtual information skills instruction at point of need and
scaffolding for research to support the learning of all students and other members of the learning
community; 2.2 as candidates facilitate student learning experiences by connecting resources on
the Web page to specific curriculum needs; 2.3 as candidates incorporate technology to promote
efficient and equitable access to information beyond print resources and assist students to use
technology to access, analyze, and present information; 3.1 as candidates use the Web page to
connect patrons to the larger library community; 3.2 as candidates share information and
expertise in regard to instructional design as well as connections to the larger professional
educational community; 4.1 as candidates organize information and facilitate efficient use of
resources and technology to meet diverse user needs; 4.2 as candidates organize and manage
physical resources of the library.
Analysis of Data Findings
During the 2006-2007 academic year, 56 candidates enrolled in EDSL548 completed the
library Web page assignment. All candidates earned an overall acceptable or target score on the
assignment. As scores are analyzed by rubric item, the data show that all candidates performed
at the acceptable or target level for each item except one candidate who scored unacceptable for
mechanics. All candidates scored at acceptable or target on all standards.
During the 2007-2008 academic year, 28 candidates enrolled in EDSL548 completed the
library Web page assignment. All candidates earned an overall acceptable or target score on the
assignment. As scores are analyzed by rubric item, the data show that all candidates performed
at the acceptable or target level for each item. All candidates scored at acceptable or target on all
standards.
During the 2008-2009 academic year, 39 candidates enrolled in EDSL548 completed the
library Web page assignment. All candidates earned an overall acceptable or target score on the
assignment. As scores are analyzed by rubric item, one of 39 candidates scored at the
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Assessment #7
unacceptable level on site navigation, one scored at the unacceptable level on accessibility, one
at the unacceptable level on providing links to external sources, one at the unacceptable level on
providing links to resources, five at the unacceptable level on providing links to information
literacy instruction, and one at the unacceptable level for providing contact information for the
school and library. On the remaining six rubric items, all candidates scored at the acceptable or
target levels. An analysis of standards mastery shows unacceptable levels on standards 1.1, 1.3,
2.3, and 3.1 for this assessment. These data are troublesome. Therefore, when this course was
taught in fall 2009, the instructor spent extra time explaining these items.
In fall 2009, 15 candidates enrolled in EDSL548 completed the library Web page
assignment. All candidates earned an overall acceptable or target score on the assessment.
Analysis of scores at the rubric item level revealed that all candidates scored at the acceptable or
target level. All candidates scored at the acceptable or target level on all standards as well.
This seems to indicate that the low scores evidenced in summer 2009 may have been a one-time
occurrence related to lack of understanding of assignment requirements. Data for this
assessment will be carefully scrutinized in future to determine if, indeed, there is a pattern of
weakness here.
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, 3.1, 3.2, 4.1, and 4.2 for the first two years of data, partial mastery summer 2009, and
mastery at acceptable or target levels for fall 2009.
Assessment, Scoring Guide, Candidate Data
Assessment Tool/Description of Assignment
EDSL548: Production of Media for Instruction
Library Media Center Web Page
Construct a Web page for your library media center. Remember that this is your library’s virtual
presence and patrons’ resource access point when they are not able to physically visit the library.
Consider carefully your audience—students, teachers, and parents.


Organization
o Organize your site so that it is user friendly and easy to navigate. Be sure that
you have at least two internal pages linked to your home page.
o Carefully plan the layout and appearance of your site—consider font readability
and make effective use of graphics.
o As you construct your site, work to make it accessible for all patrons, keeping in
mind those patrons with disabilities.
Content
o Consider including the following:
 Links to appropriate search tools
 Links to general reference portals
 Links to your local public library and, as appropriate, area college and
university libraries
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Assessment #7












Links to subscription databases
Links to your online catalog, if it is web-based
Links related to curriculum
Links to pathfinders you have created
Links to professional resources for teachers
AR information as appropriate (title lists, etc.)
Basic information literacy instruction
Guidelines for citation of sources
Links to your school and school division Web sites
Information about the library and upcoming library events
(You must include links to at least ten external Web sites.)
Mechanics
o Be sure your site is error-free in spelling, grammar, and punctuation.
Worth 20 points
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
3.1 Connection with the Learning Community
3.2 Instructional Partner
Standard 4: Program Administration
4.1 Managing Information Resources: Selecting, Organizing, Using
4.2 Managing Program Resources: Human, Financial, Physical
Scoring Guide
EDSL548: Production of Media for Instruction
Library Media Center Web Page
A. Organization:
Ease of navigation
(1.4, 4.1, 4.2)
B. Organization:
User friendly
internal structure
UNACCEPTABLE
(0)
Site is difficult to
navigate.
ACCEPTABLE (1)
TARGET (2) *
Buttons and/or
menus allow for
easy navigation
within site.
Site has no clear
internal structure.
Internal structure of
site is easily
discernible.
Navigation
within site is
intuitive and
seamless for
user.
Internal structure
of site is easily
discernible and
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Assessment #7
(1.4, 4.1, 4.2)
C. *Organization:
Font readability
and consistency
(1.4, 4.1, 4.2)
D. *Organization:
Effective use of
graphics (1.4)
E. *Organization:
Accessibility (1.3,
1.4, 4.1, 4.2)
F. Content: Links
to external sources
such as search
tools, general
reference portals,
other libraries, etc.
(1.1, 1.3, 3.1)
G. Content: Links
to resources such
as subscription
databases, online
catalog, etc. (1.1,
1.3
H. Content:
Curriculum related
links, pathfinders,
etc. (1.1, 2.1, 2.2,
3.2)
I. Content: Links
to professional
resources, etc. (1.1,
3.2)
J. Content:
Information
literacy instruction
(1.1, 1.3, 2.3)
user friendly.
Font is consistent
and readable
throughout site.
Font is unreadable
(unclear, too small, too
large, etc.) and
inconsistent from page
to page.
Graphics are slow to
load, are not good
match for text/page,
consist of overused
clip art, distract rather
than add to site.
No effort is made to
make site accessible
for those with
disabilities.
No links provided to
external sources.
Font is consistent
and readable
throughout site.
No links provided to
resources.
1-3 links provided
to resources.
4 or more links
provided to
resources.
No curriculum related
links provided.
3-4 curriculum
related links
provided.
5 or more
curriculum links
provided.
No links to
professional resources
provided.
3-4 professional
resource links
provided.
No information
literacy instruction
provided.
Basic, ageappropriate
instruction provided
concerning
accessing,
evaluating, using,
and citing
information.
5 or more
professional
resource links
provided.
Age-appropriate
instruction
provided
concerning
accessing,
evaluating,
using, and citing
information.
Graphics match
text/page and are
quick to load.
Graphics are
original, quick to
load, match
content, and add
to site.
Portions of site are
accessible for those
with disabilities.
Entire site is
accessible for
those with
disabilities.
5 or more links
provided to
external sources.
3-4 links provided
to external sources.
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Assessment #7
Examples or
links given for
citations.
K. *Content:
No information given
Contact information Contact
Information about for library; no links to given for library.
information and
the library, school, school web site or
School and school
information
etc. (4.1, 4.2)
school division web
division web pages
about library
site
linked.
events given.
School and
school division
web pages
linked.
L. Mechanics:
Numerous spelling,
Minimal spelling,
No errors in
Spelling, grammar, grammatical, and/or
grammatical, and
spelling,
punctuation
punctuation errors.
punctuation errors.
grammar, or
punctuation.
*Note: 12 categories, each Target=2, Acceptable=1, Unacceptable=0, except for C, D, E, and K
where Target=1, Acceptable=0.5, Unacceptable=0
RATING SCALE
Score
16-20
11-15
10
0-9
Grade
A
B
C
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
3.1 Connection with the Library Community
3.2 Instructional Partner
Standard 4: Program Administration
4.1 Managing Information Resources: Selecting, Organizing, Using
4.2 Managing Program Resources: Human, Financial, Physical
Candidate Data
Fall 2006: EDSL548 was not offered during Fall 2006.
Spring 2007: EDSL548 was not offered during Spring 2007.
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Assessment #7
Summer 2007:
Candidates N=56
Scoring Element
Navigation
User Friendly
Fonts
Graphics
Accessibility
Links—External
Sources
Links to Resources
Curriculum Links
Professional Links
Information Literacy
Information—Lib/Sch
Mechanics
Unacceptable
0
0
0
0
0
0
Acceptable
23 (41%)
14 (25%)
13 (23%)
12 (21%)
3 (5%)
0
Target
33 (59%)
42 (75%)
43 (77%)
44 (79%)
53 (95%)
56 (100%)
0
0
0
0
0
1 (2%)
1 (2%)
0
3 (5%)
4 (7%)
12 (21%)
48 (86%)
55 (98%)
56 (100%)
53 (95%)
52 (93%)
44 (79%)
7 (13%)
By Standard Addressed:
Standard
Unacceptable
1.1
0
1.3
0
1.4
0
2.1
0
2.2
0
2.3
0
3.1
0
3.2
0
4.1
0
4.2
0
Acceptable
0
0
13 (23%)
0
0
4 (7%)
0
0
13 (23%)
11 (20%)
Target
56 (100%)
56 (100%)
43 (77%)
56 (100%)
56 (100%)
52 (93%)
56 (100%)
56 (100%)
43 (77%)
45 (80%)
Fall 2007: EDSL548 was not offered during Fall 2007.
Spring 2008: EDSL548 was not offered during Spring 2008.
Summer 2008:
Candidates N=28
Scoring Element
Navigation
User Friendly
Fonts
Graphics
Accessibility
Links—External
Sources
Unacceptable
0
0
0
0
0
0
Acceptable
3 (11%)
1 (4%)
1 (4%)
0
4 (14%)
0
Target
25 (89%)
27 (96%)
27 (96%)
28 (100%)
24 (86%)
28 (100%)
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Assessment #7
Links to Resources
Curriculum Links
Professional Links
Information Literacy
Information—Lib/Sch
Mechanics
0
0
0
0
0
0
By Standard Addressed:
Standard
Unacceptable
1.1
0
1.3
0
1.4
0
2.1
0
2.2
0
2.3
0
3.1
0
3.2
0
4.1
0
4.2
0
0
0
0
0
0
1 (4%)
28 (100%)
28 (100%)
28 (100%)
28 (100%)
28 (100%)
27 (96%)
Acceptable
0
0
0
0
0
0
0
0
2 (7%)
0
Target
28 (100%)
28 (100%)
28 (100%)
28 (100%)
28 (100%
28 (100%)
28 (100%)
28 (100%)
26 (93%)
28 (100%)
Fall 2008: EDSL548 was not offered during Fall 2008.
Spring 2009: EDSL548 was not offered during Spring 2009.
Summer 2009:
Candidates N=39
Scoring Element
Navigation
User Friendly
Fonts
Graphics
Accessibility
Links—External
Sources
Links to Resources
Curriculum Links
Professional Links
Information Literacy
Information—Lib/Sch
Mechanics
Unacceptable
1 (3%)
0
0
0
1 (3%)
1 (3%)
Acceptable
0
0
2 (5%)
1 (3%)
1 (3%)
5 (13%)
Target
38 (97%)
39 (100%)
37 (95%)
38 (97%)
37 (95%)
33 (85%)
1 (3%)
0
0
5 (13%)
1 (3%)
0
7 (18%)
4 (10%)
3 (8%)
3 (8%)
5 (13%)
3 (8%)
31 (79%)
35 (90%)
36 (92%)
31 (79%)
33 (85%)
36 (92%)
Acceptable
5 (13%)
6 (15%)
1 (3%)
Target
33 (85%)
30 (77%)
38 (97%)
By Standard Addressed:
Standard
Unacceptable
1.1
1 (3%)
1.3
3 (8%)
1.4
0
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Assessment #7
2.1
2.2
2.3
3.1
3.2
4.1
4.2
Fall 2009:
Candidates N=15
Scoring Element
Navigation
User Friendly
Fonts
Graphics
Accessibility
Links—External
Sources
Links to Resources
Curriculum Links
Professional Links
Information Literacy
Information—Lib/Sch
Mechanics
0
0
5 (13%)
1 (3%)
0
0
0
4 (10%)
4 (10%)
3 (8%)
5 (13%)
3 (8%)
2 (5%)
0
35 (90%)
35 (90%)
31 (79%)
33 (85%)
36 (92%)
37 (95%)
39 (100%)
Unacceptable
0
0
0
0
0
0
Acceptable
2 (13%)
2 (13%)
1 (7%)
1 (7%)
2 (13%)
2 (13%)
Target
13 (87%)
13 (87%)
14 (93%)
14 (93%)
13 (87%)
13 (87%)
0
0
0
0
0
0
2 (13%)
3 (20%)
0
2 (13%)
0
0
13 (87%)
12 (80%)
15 (100%)
13 (87%)
15 (100%)
15 (100%)
Acceptable
1 (7%)
1 (7%)
2 (13%)
3 (20%)
3 (20%)
2 (13%)
2 (13%)
0
3 (20%)
1 (7%)
Target
14 (93%)
14 (93%)
13 (87%)
12 (80%)
12 (80%)
13 (87%)
13 (87%)
15 (100%)
12 (80%)
14 (93%)
By Standard Addressed:
Standard
Unacceptable
1.1
0
1.3
0
1.4
0
2.1
0
2.2
0
2.3
0
3.1
0
3.2
0
4.1
0
4.2
0
8