‘Aus. Standards’ – Day 2 – Self-Assessment Tool

self assessment tool

Today you are asked to complete the Self-Assessment Tool on the AITSL website. This will provide you with an indication of the practice level you are currently performing at according to the standards. You are welcome to post a comment today regarding the use of this tool and its value for teacher librarians.

The Self-Assessment Tool can be found here: http://www.selfassessment.aitsl.edu.au/


6 thoughts on “‘Aus. Standards’ – Day 2 – Self-Assessment Tool

  1. I work in a Victorian school and even though the Premier has not signed off on the AITSL Standards my principal has all teaching staff using these standards as part of our Professional growth and Annual reveiw meetings. As a result all teachers completed the SAT last term. I found it to be a very interesting reflection tool and was very keen to see how my teaching was plotted along the Standards. The results of the survey had me across all four career stages. It showed how my current teaching practice has influence and where I would need more influence. Teaching information skills explicitly to Year 7s is at the core of my teaching load as a teacher librarian. I got a giggle at the areas that said I was at the graduate stage considering I have been in the profession for 30 years. However it has certainly shown me that I would need to complete this survey on a regular basis and that it would inform how and where I need more direction. I would like to hear how others have gone with this tool.

  2. Very interesting to do self assessment. As I am at a non government independent school, where the students are not very ethnically diverse and there are no Aboriginal or Torres Strait Islander students I had to respond that I don’t incorporate these facets at all. It makes me appear to be a very narrow teacher librarian whereas it reflects my current school situation. Will look back at the results and see what areas need to be developed.

  3. The assessment tool is very interesting. The teaching staff at my school (St Mary’s Primary )had to complete the tool and state at least one strength in each of the areas and then gather and present at least 2-3 pieces of evidence to support the standard you achieved. Some staff members (including myself) were surprised/confused at some of the results and underwent the assessment tool several times in order to at least come close to what we thought was a realistic assessment. The enterprise however, did generate a lot discussion especially in finding evidence to support claims. Teachers did not think that emails, minutes of meetings etc would count as evidence and were greatly relieved that it did.

  4. I found my experience similar to Meg’s – as there is no formal assessment of the Library Program or the student’s work in the Library (mostly anecdotal and not reported formally either) my results in these areas are skewed to reflect this. At other school I have worked at, this would not be the case.

  5. Whilst I did not find the self-assessment tool sufficiently sensitive, I did appreciate some of the goals it generated for me.

  6. I too completed the Assessment tool and like the others found that I didn’t think my ‘score’ reflected my practice.

    Like Meg, I also worked in a non-government school which although we had a smattering of different ethnic groups we didn’t have Aboriginal or Torres Strait Islander students and I had to reply that I don’t embed this into my teaching practice. It’s difficult to change who you engage with – in our cases it’s a reflection of our school’s demographic.

    Like Sally I found that because there was no formal assessment of the student’s work in the Library or the team teaching with classes on a variety of information literacy skills, developing units of work, providing a reading enrichment programme, etc., my results in these areas are also skewed to reflect this.

    I echo Kate’s sentiments that the self-assessment tool was not sufficiently sensitive, especially for teacher librarians who have a unique role along with other departments which provide specialist services to support the broad student cohort and classroom teachers.

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