The assessment stage has both teachers and students reflecting on what was learned in terms of content and process by the end of the information search process. At this stage, the assessment is most like an evaluation, since students will be reflecting on what they have learned and accomplished througout the entire process.
Benefits:
Self assessment provides students the opportunity to reflect on their learning goals and to communicate to others how the process went from their perspective. Allowing them to self reflect allows students to learn from any mistakes and make learning goals for next time.
Reading students' self-assessments can allow teachers to see areas of the process that may need revising. Or, teachers can learn how students were thinking during and after the process in ways that may not appear during the presentation stage. Teachers can use the following types of assessments to capture students' reflections: conferences, surveys, self-assessment journals, etc. And in terms of assessing the presentation and the information search process as a whole, teachers should utilize rubrics or portfolios because they allow for the most personalization and feedback for students.
Pitfalls:
Without the option to reflect, students may lose the opportunity to think deeply about their own process of learning, in addition to what went well during their research and on what they could do better next time.
Reflection Task: Create your own survey, continue with another blog/journal post, or use a tool like SLIM - Student Learning through Inquiry Measure (Handbook / Questionnaire) created by Ross Todd, Carol Kuhlthau, and Jannica Heinstrom.
Stage 7: Assessment
Description:
The assessment stage has both teachers and students reflecting on what was learned in terms of content and process by the end of the information search process. At this stage, the assessment is most like an evaluation, since students will be reflecting on what they have learned and accomplished througout the entire process.Benefits:
Self assessment provides students the opportunity to reflect on their learning goals and to communicate to others how the process went from their perspective. Allowing them to self reflect allows students to learn from any mistakes and make learning goals for next time.Reading students' self-assessments can allow teachers to see areas of the process that may need revising. Or, teachers can learn how students were thinking during and after the process in ways that may not appear during the presentation stage. Teachers can use the following types of assessments to capture students' reflections: conferences, surveys, self-assessment journals, etc. And in terms of assessing the presentation and the information search process as a whole, teachers should utilize rubrics or portfolios because they allow for the most personalization and feedback for students.
Pitfalls:
Without the option to reflect, students may lose the opportunity to think deeply about their own process of learning, in addition to what went well during their research and on what they could do better next time.Important Concepts:
Formative and Summative AssessmentsWeb 2.0 Tools:
Sample Assessments/Activities:
AP Human Geography Independent Research Project Blogs (the end of each student's post will be his/her final reflection)
Kuhlthau, C. C. (2004). Seeking Meaning: A Process Approach to Library and Information Services, 2nd edition. Westport, CT: Libraries Unlimited.