Library Report Cards....Ugh. What's should I do?

If you are asked to consider “grading” in the library then you have to carefully consider what you are teaching.   Whether or not librarians "grade" is a local decision. 

Here are some thoughts we have shared locally: 

Have simple “goals” per grade level, but have them be aligned to CCSS or the Empire State Fluency Continuum.  That you can point to benchmarks you are measuring. Pick from the best few per grade, as suggested in the chart below which we locally chose because they align with the CCSS standards.   

By limiting the “assessment points”, you leave yourself enough room for creativity and flexibility to address other things.  Assess skills of value.  Do NOT assess things like “Dewey” which have negative value in administrator’s eyes.  Word skills for the 21^st Century, such as “How is information organized?”  That way you sound “relevant” and “current.”    

If someone asks you about these bullets, they are intended to produce “College and Career Ready” graduates who are ready to research to build and present knowledge.     

Grade Level	Empire State Information Fluency Continuum  grade level benchmarks  aligned with the CCSS:
K	* Understands the basics of a book * Distinguishes between fact and fiction
1	* Briefly summarizes facts * Asks "What do I wonder about now" questions
2	* Asks Open-ended questions (wonder questions) * Presents the main idea and supporting details
3	* States the main idea * Searches online catalog to locate information
4	* Identifies keywords for research * Students will summarize  information to answer questions * Students will organize ideas appropriately
5	* Uses appropriate material to answer questions * Assesses questions to determine which can be answered by simple facts, which cannot be answered and which would lead to an interesting inquiry
6	* Draws conclusions based on evidence * Draws inferences from text
7	* Uses facts and opinions responsibly * Analyzes information to form a hypothesis
8	* Students will recognize Point of View * Draws conclusions based on information
9	* Identifies keywords and synonyms for searching * Students can mind-map ideas
10	* Understands advanced web searches * Draws conclusions based on evidence
11-12	* Develops own Point of View and supports with evidence

Some people have been asked to grade: skill, effort and behavior.  That is like saying, “I don’t have curriculum.”  Just remember the “skill” is your curriculum.

Have students self-assess with “I can” checklists per grade level.   Here are some random I cans:

____I can find a book

____I can ask open-ended questions which lead me to investigation
____I can identify an author
____I can use the Opac

____I can identify my keywords
____I can find evaluate a source for credibility
____I can tell you how information is organized
____I can teach my friend how to write a good book review
____ etc.

If you have a bookmark paper per quarter, you will have self-assessment measuring.  Why not let everyone get an “A”?   The state wants us to eliminate all unnecessary testing.  Therefore, Heaven forbid you give a test to get a grade.  The I can checklists will give you the opportunity to disguise assessment in self-direction.  – Color Code them, red, yellow and green giving “steps” of success. 

Remember:  Our goal is college and career readiness—not giving grades.