Assessment Plan – Year 0 Report    Year 0 Assessment Plan Report is due September 15th.

College: Education, Health, & Human Development 
Department: Education 
Submitted by: Sarah Pennington

Indicate all majors, minors, certificates and/or options that are included in this new assessment Plan

Majors/Minors/Certificate Options
Library Media Certificate  
   
   

Part 1: Program Learning Outcomes (PLOs):

PLOs should be written as specific, measurable statements describing what students will be able to do upon completion of the program. The assessment of PLOs provide feedback on the expected knowledge, skills, and attitudes that students develop as they progress through their program.

List the program learning outcomes:

PLO# PLO Description
1 Promote cultural competence and respect for inclusiveness; integrate the National School Library Standards into instruction; and demonstrate an awareness of learner’s development in the design and delivery of instruction.
2 Collaborate with members of the learning community to plan, implement, and assess culturally responsive instruction using a variety of instructional strategies and assessments aligned to the National School Library Standards. Guide learners to reflect on their own growth; and use data to revise instruction.
3 Promote children’s and young adult literature that meets diverse developmental, cultural, social, and linguistic needs of all learners; and use evidence-based strategies to foster learner motivation to read for learning, personal growth, and enjoyment. Model, promote, and teach critical thinking, information literacy, and the inquiry process using multiple literacies. Use digital tools, resources, and emerging technologies to design and adapt learning experiences; engage learners in finding, evaluating, creating, and communicating data and information; and articulate, communicate, model, and teach digital citizenship.
4 Model, facilitate, and advocate for equitable access to and the ethical use of resources in a variety of formats. Develop, curate, organize, and manage a collection of resources that meet the diverse needs of the school community. Make effective use of data and other forms of evidence to evaluate and inform decisions about library policies, resources, and services.
5 Actively engage in leadership, collaboration, advocacy, and professional networking. Participate in and lead ongoing professional learning. Advocate for effective school libraries to benefit all learners. Conduct oneself in accordance with the ethical principles of the library and information profession.

Part 2: Development of Assessment Plan

Each plan will require the following information:

Threshold Values: Along with PLOs, plans should include threshold values; minimums against which to assess student achievement for learning outcomes. Threshold values are defined as an established criteria for which outcome achievement is defined as met or not met.

Methods of Assessment & Data Source: Assessment plans require evidence to demonstrate student learning at the program level. This evidence can be in the form of a direct or indirect measure of student learning. Both direct and indirect assessment data must be associated with the program’s learning outcomes. An assessment rubric will also need to be included that demonstrates how evaluation of the data was used to assess student achievement.

Timeframe for Collecting and Analyzing Data:  Develop a multi-year assessment schedule that will show when all program learning outcomes will be assessed. As graduate assessment reports are biennial, faculty review of assessment results may only occur every other year, however, annual faculty meeting to review these data and discuss student progress may be beneficial.

2a. Curriculum Map

ASSESSMENT PLANNING CHART
Program Learning Outcomes Course Alignments:
Include rubric, number and course title
OR Program Procesess/Product		 Identification of Assessment Artifact
5 EDCI 550: School Library Ethics & Advocacy Advocacy Plan
1, 4, 5 EDCI 546: Administration of the School Library Managing the Library
2, 3 EDCI 522: Information Literacy Instruction Information Literacy Unit Plan
1, 2 EDCI 547: Inquiry Based Learning for School Librarians Collaborative Inquiry Unit Plan
1, 3 EDCI 549: Reading Promotion in the School Library Motivation to Read
4 EDCI 548: Collection Development for School Libraries Collection Budgeting
1 – 5 EDCI 598: Internship Practicum Performance Reflection
     
ASSESSMENT SCHEDULE
    Year to be assessed
PLO Course or Process/Product 2022-2023 2023-2024 2024-2025 2025-2026 2026-2027
1 EDCI 546: Administration of the School Library X X X X X
1 EDCI 547: Inquiry Based Learning for School Librarians X X X X X
1 EDCI 549: Reading Promotion in the Library X X X X X
1 EDCI 598: Internship X X X X X
2 EDCI 547: Inquiry Based Learning for School Librarians X X X X X
2 EDCI 598: Internship X X X X X
3 EDCI 549: Reading Promotion in the School Library X X X X X
3 EDCI 522: Information Literacy Instruction X X X X X
3 EDCI 598: Internship X X X X X
4 EDCI 546: Administration of the School Library X X X X X
4 EDCI 548: Collection Development for School Libraries X X X X X
4 EDCI 598: Internship X X X X X
5 EDCI 550: School Library Ethics & Advocacy X X X X X
5 EDCI 546: Administration of the School Library X X X X X
5 EDCI 598: Internship X X X X X

Part 4: Program Assessment Plan:

All plans must include assessment rubrics (the methodology of how student artifacts are to be assessed, and a threshold for student success attainment. (The chart below is an example of the information requested…you can configure your rubrics in different ways)

Component Level 1 - Emerging Level 2 - Basic Level 3 - Proficient

PLO 1: The Learner and Learning

Target Threshold: 100% of learners will meet or exceed Level 2. 70% of learners will meet Level 3.

 Promote cultural competence and respect for inclusiveness; integrate the National School Library Standards into instruction; and demonstrate an awareness of learner’s development in the design and delivery of instruction.
1.1 Learner Development Instruction does not incorporate the National School Library Standards and does not address learners’ needs and interests through the four domains of learning. Design and implement developmentally appropriate instruction that incorporates the National School Library Standards and addresses learners’ needs and interests through the relevant domains of learning: the cognitive (think), the psychomotor (create), the affective (share), and the developmental (grow). Design and implement a diverse array of developmentally appropriate, evidence-based instruction that incorporates the National School Library Standards and that addresses learners’ needs and interests through the four domains of learning: the cognitive (think), the psychomotor (create), the affective (share), and the developmental (grow).
1.2 Learner Diversity Learning experiences and resources do not model cultural competence and respect for inclusiveness. Designs learning experiences and uses resources that articulate and model cultural competence and respect for inclusiveness. Design learning experiences and use resources that enhance individual and group perspectives and broaden learners’ access to diverse literature and resources.
1.3 Learning Differences Learning does not address intellectual abilities, learning modalities, and physical variabilities. Construct learning that addresses intellectual abilities, learning modalities, and physical variabilities. Design, implement, and evaluate learning that addresses intellectual abilities, learning modalities, and physical variabilities.
1.4.a Learning Environments – Physical / Virtual Does not create physical and virtual learner-centered environments. Create engaging physical and virtual learner-centered environments that accommodate a variety of activities for individuals and groups. Create physical and virtual learner-centered environments that are engaging, innovative, and equitable.
1.4.b Learning Environments – Learner Respect Learning environments do not address mutual respect among learners. Provide learning environments that address mutual respect among learners and facilitate the curation and creation of knowledge. Create stimulating learning environments that provide opportunities for all learners to express varied perspectives and encourage the curation and creation of knowledge.

 

Component Level 1 - Emerging Level 2 - Basic Level 3 - Proficient

PLO 2: Planning for Instruction

Target Threshold: 100% of learners will meet or exceed Level 2. 70% of learners will meet Level 3.

 Collaborate with members of the learning community to plan, implement, and assess culturally responsive instruction using a variety of instructional strategies and assessments aligned to the National School Library Standards. Guide learners to reflect on their own growth; and use data to revise instruction.
2.1 Planning for Instruction Inquiry-based and/or resource-based instruction are not planned collaboratively. Collaboratively plan with members of the learning community to design developmentally and culturally responsive resource-based learning experiences that integrate inquiry and provide equitable, efficient, and ethical information access. Collaboratively plan with members of the learning community across disciplines to design developmentally and culturally responsive resource-based learning experiences that integrate inquiry and provide equitable, efficient, and ethical information access.
2.2.a Instructional Strategies – Variety Do not use a variety of instructional strategies for learners to inquire, include, collaborate, curate, explore, and engage in their learning. Use a variety of instructional strategies and create multiple opportunities for learners to inquire, include, collaborate, curate, explore, and engage in their learning. Use a variety of evidence-based instructional strategies and create multiple opportunities for all learners to inquire, include, collaborate, curate, explore, and engage in their learning.
2.2.b Instructional Strategies - Technology Make limited use of technology in the instructional setting. Integrate technology into instructional strategies. Integrate a variety of technologies into instructional strategies.
2.3 Integrating Ethical Use of Information into Instructional Practice Do not teach learners to evaluate information for accuracy, bias, validity, relevance, and cultural context. Teach learners to evaluate information for accuracy, bias, validity, relevance, and cultural context. Provide opportunities for learners to demonstrate ethical use of information and technology in the creation of new knowledge. Teach learners, through multiple activities, to evaluate information for accuracy, bias, validity, relevance, and cultural context. Provide opportunities for all learners to demonstrate ethical use of information and technology in the creation of new knowledge.
2.4.a Assessment – Multiple Methods Limited or no variability exists in assessment methods. Use multiple methods of assessment to engage learners in their own growth. Use multiple methods to assess learning; analyze, reflect, and apply results to engage all learners in their own growth.
2.4.b Assessment - Revision Assessment data is not used to revise instruction. Revise instructional, in collaboration with instructional partners, to address areas in which learners need to develop understanding. Use both formative and summative assessments to revise instruction, in collaboration with instructional partners, to address areas in which learners need to develop understanding.

 

Component Level 1 - Emerging Level 2 - Basic Level 3 - Proficient

PLO 3: Knowledge of Application and Content

Target Threshold: 100% of learners will meet or exceed Level 2. 70% of learners will meet Level 3.

 Promote children’s and young adult literature that meets diverse developmental, cultural, social, and linguistic needs of all learners; and use evidence-based strategies to foster learner motivation to read for learning, personal growth, and enjoyment. Model, promote, and teach critical thinking, information literacy, and the inquiry process using multiple literacies. Use digital tools, resources, and emerging technologies to design and adapt learning experiences; engage learners in finding, evaluating, creating, and communicating data and information; and articulate, communicate, model, and teach digital citizenship.
3.1.a Reading Engagement – Knowledge of Literature Knowledge of children’s and young adult literature is not used in reading promotion activities. Use diverse developmental, cultural, social, and linguistic children’s and young adult fiction and nonfiction literature in the development of reading promotion activities and instruction. Use diverse developmental, cultural, social, and linguistic children’s and young adult fiction and nonfiction literature in the development of personalized reading promotion activities and instruction.
3.1.b Reading Engagement – Fostering Learner Motivation to Read Do not engage learners in strategies that foster learner motivation to read. Engage learners in strategies that foster learner motivation to read for learning, personal growth, and enjoyment. Engage learners in evidence-based strategies that foster learner motivation to read for learning, personal growth, and enjoyment.
3.2.a Information Literacy – Professional Applications Does not locate, evaluate, use, and/or communicate information in an ethical manner. Locate, evaluate, use, and communicate information in an ethical manner. Assess one’s need for information; and then locate, evaluate, use, and communicate information in an ethical manner.
3.2.b Information Literacy - Instruction Do not model, promote, and teach critical thinking and the inquiry process. Model, promote, and teach critical thinking and the inquiry process. Use evidence-based strategies to model, promote, and teach critical thinking and the inquiry process.
3.3.a Technology-Enabled Learning – Instruction Use of digital tools is limited or not existent. Use digital tools, resources, and emerging technologies to design and adapt learning experiences. Use and evaluate the effectiveness of digital tools, resources, and emerging technologies to design and adapt learning experiences.
3.3.b Technology-Enabled Learning – Learners’ Use Does not engage learners in finding, evaluating, creating, and communicating information in a digital environment. Engage learners in finding, evaluating, creating, and communicating information in a digital environment. Engage and support all learners in finding, evaluating, creating, and communicating information in a digital environment.
3.3.c Technology-Enabled Learning – Digital Citizenship Does not articulate, communicate, model, or teach digital citizenship. Articulate, communicate, model, and teach digital citizenship. Articulate, communicate, model, teach, and provide opportunities for learners to practice digital citizenship.

 

Component Level 1 - Emerging Level 2 - Basic Level 3 - Proficient

PLO 4: Organization and Access

Target Threshold: 100% of learners will meet or exceed Level 2. 70% of learners will meet Level 3.

 Model, facilitate, and advocate for equitable access to and the ethical use of resources in a variety of formats. Develop, curate, organize, and manage a collection of resources that meet the diverse needs of the school community. Make effective use of data and other forms of evidence to evaluate and inform decisions about library policies, resources, and services.
4.1.a Access – Policies Do not recognize or acknowledge barriers to flexible, open access to library resources and services. Identify barriers to flexible, open access to library resources and services and advocate for changes in policy and practice aligned with the ethical codes of the profession. Design and implement strategic plans which include changes to policy and practice that ensure flexible, open access to library resources and services according to the ethical codes of the profession.
4.1.b Access - Solutions Do not identify, analyze, or utilize solutions for addressing barriers to equitable access. Identify, analyze, and utilize strategic solutions for addressing physical, social, virtual, economic, geographic, and intellectual barriers to equitable access to resources and services. Design, develop, and implement evidence-based strategic solutions for addressing physical, social, virtual, economic, geographic, and intellectual barriers to equitable access to resources and services.
4.2 Information Resources Do not use evaluation criteria and select tools in the development, curation, organization, and management of the collection. Identify and apply evaluation criteria and use selection tools to develop, curate, organize, and manage a collection designed to meet the diverse curricular, professional, and personal needs of the learning community. Integrate evaluation criteria and use selection tools to develop, curate, organize, and manage a collection designed to meet the diverse curricular, professional, and personal needs of the learning community.
4.3 Evidence-Based Decision Making Do not collect data and information. Collect data and information to analyze and understand how practice and policies in school libraries impact groups and individuals in their diverse communities. Collect, assess, and apply data and information to analyze and understand how practice and policies in school libraries impact groups and individuals in their diverse communities.

 

Component Level 1 - Emerging Level 2 - Basic Level 3 - Proficient

PLO 5: Leadership, Advocacy, and Professional Responsibility

Target Threshold: 100% of learners will meet or exceed Level 2. 70% of learners will meet Level 3.

 Actively engage in leadership, collaboration, advocacy, and professional networking. Participate in and lead ongoing professional learning. Advocate for effective school libraries to benefit all learners. Conduct oneself in accordance with the ethical principles of the library and information profession.
5.1.a Professional Learning – Growth Does not reflect on learning needs, and/or does not plan for professional learning.  Reflect on learning needs and plan activities for relevant professional learning. Accurately analyze one’s own learning, identify learning needs, and engage in ongoing learning to meet those needs.
5.1.b – Professional Learning – Delivery Does not plan or implement professional development. Plans and implements professional development to meet the needs of the members of their professional learning community. Systematically plans, implements, and leads ongoing professional development to consistently meet the diverse needs of all members of the professional learning community.
5.2 Leadership and Collaboration Does not collaborate and/or provides little to no leadership in improving instructional practice. Collaborates with and leads members of the learning community to design and implement solutions that impact learner growth and strengthen the role of the school library. Collaborates with and leads members of the learning community to design and implement solutions that impact learner growth. Strengthens the role of the school library by embedding library resources and services in curriculum and teaching.
5.3 Advocacy Does not advocate for learners and school libraries. Advocates for all leaners, resources, services, policies, procedures, and school libraries through networking and collaborating within the school community. Advocates for all leaners, resources, services, policies, procedures, and school libraries through networking and collaborating within the larger education and library community. Assess the effectiveness of advocacy efforts and identifies ways to strengthen advocacy.
5.4 Ethical Practice Does not model or promote the ethical practices of the profession. Use knowledge of the ethical practices of the library profession to guide professional learning and teaching, as expressed in the foundational documents of the profession. Intentionally model and promote the ethical practices of the library profession as expressed in the foundational documents of the profession. Examine one’s practices and resources through an ethical lens.