Your SlideShare is downloading. ×
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
1,388
On Slideshare
0
From Embeds
0
Number of Embeds
2
Actions
Shares
0
Downloads
13
Comments
0
Likes
1
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • Welcome participants and introduce self. Give some of your background; professional and personal to build relationships. Husband 3 sons Bachelors: FIU Social Studies Marsters: Nova ESOL Specialist: UM Reading Miami Springs Lawton Chiles CSS Zone FLaRE Coordinator UCF – Just Read Florida HGHS Emphasize that the instructional practices used during the session can be applied to the classroom regardless of specific subject area. Explain that this is an overview of assessment and not an in-depth in-service which will solve all classroom issues.
  • The purpose of this first session is to prepare participants with foundational knowledge on assessment.
  • Briefly review competency 3 indicators on participant handouts.
  • Attend every class ON TIME No absences…no exceptions! Participate in, and complete, individual and group assignments Class discussion, readings, presentations Post reflections to class blog daily Act professional Cell phones must be on SILENT No text messaging or computer usage while class is in session
  • Divide participants into small groups of 4 or 5 people. Each group should select a sport for this focus activity. Have the group brainstorm ways that a coach in their sport would build a team.
  • A few questions to get the discussion started. Have participants create a chart with their group’s strategies and a brief explanation for each of their decisions. Provide an opportunity for each group to share. Draw attention to the many ways assessment practices are implemented for the groups’ “winning teams.”
  • Summarize discussion: Assessment is the comprehensive and systematic process of collecting information to make decisions.
  • Randomly assign role of teacher, principal, district staff, student, or parent to each participant. 2. Each “role” group will generate a list of ways assessment is used in their assigned role. What kind of information is needed to make the before, during, and after instruction decisions described? Refer participants to Handout S1-2: “Roles of Assessment in Learning Process”. Review and discuss the Roles of Assessment as described in the chart. As Teachers • Parent Conferences • To identify students in need of more instructional assistance • To determine if students are improving with extra assistance • To set up reading groups, select appropriate materials, and make changes as needed As Principals • To identify where extra resources and support are needed in specific classrooms, grade levels • To evaluate the effectiveness of new or continued reading programs, supplementary reading programs, and instructional strategies • To evaluate the effectiveness of building-level strategies for organization and management As District Staff • To identify schools in need of additional resources (personnel, reading program materials, instructional techniques) • To compare student outcomes across grade levels where resources are the same and where different • To enhance professional development opportunities targeting student outcomes and student needs As Students • To make decisions about classes to take • To make career path decisions • For scholarship applications As Parents • To monitor progress of their child
  • The data may be useful in different ways for different assessors. For assessment to be successfully implemented, it must match the demands of the context. Re-examine the roles of assessment in the previous pages to consider the audience for the assessment data and in what form the data would best be understood.
  • Everyone benefits from occasionally engaging in self-assessment.
  • We have just identified key players in a school’s assessment team. The next step to support this team would be to develop a common vocabulary, or shared language. Place posters around the room with each of the terms and the words “Unknown, Acquainted, and Known” across the top of the page. Give each participant color markers. Instruct the participants to put a colored dot on the continuum of “Unknown, Acquainted, and Known” for each term. This should give a quick picture of what assessment terms need reinforcement and what terms will need to be covered with some depth. Refer participants to Handout S1-3-4: “Assessment Terms” for a description of each term.
  • As a large group, discuss answers to the questions on the slide.
  • Read The Seven Mice by Ed Young aloud, following best practices for before reading, during reading, and after reading to actively involve participants.
  • Ask participants to share after reflection.
  • If the principles were not elicited in previous discussions, ensure that the concepts are introduced and discussed.
  • Emphasize the key principle of literacy assessment
  • What do you know about the five critical areas of reading. Write a one-sentence definition of their component on chart paper. Post the sentences around the room and discuss.
  • reinforce or refine understandings of each reading component.
  • Have participants engage in a table discussion on the question. Share responses with the whole group.
  • Transcript

    • 1. Florida K-12 Reading Endorsement Competency Three Foundations of Assessment Session One FLaRE Professional Development Competency Three: Foundations of Assessment S1
    • 2. Agenda
      • Competency 3 Indicators
      • What is Assessment?
      • Using Data Effectively in a Wide Variety of Roles
      • Developing a Shared Language
      • Gathering Information about an Invisible Process
      • Principles of Effective Literacy Assessment
      • 5 Critical Areas of Reading
      • Follow Up
      FLaRE Professional Development Competency Three: Foundations of Assessment S1
    • 3. Competency Three Indicators
      • Knowledge
      •   3.2 Understands the role of assessment in planning instruction to meet student learning needs.
      • 3.3 Interprets students’ formal and informal test results.
      • 3.5 Understands the meaning of test reliability and validity, and describe major types of derived scores from standardized tests.
      • 3.8 Understands how to use data to differentiate instruction
      • 3.9 Understands how to interpret data with application of instruction that matches students with appropriate level of intensity of intervention, with appropriate curricular materials, and with appropriate strategies.
      FLaRE Professional Development Competency Three: Foundations of Assessment S1
    • 4. Competency Three Indicators
      • Skills
      • 3.1 Describe or recognize appropriate test formats and types of test items for assessing the major elements of reading growth: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension.
      • 3.4 Identify measurement concepts and characteristics and uses of norm-referenced and criterion referenced tests.
      • 3.6 Demonstrate knowledge of the characteristics, administration, and interpretation of both quantitative and qualitative instructional assessments.
      • 3.7 Analyze data to identify trends that indicate adequate progress in student reading development.
      • 3.10 Identify appropriate criteria for selecting materials to include in portfolios for monitoring student progress over time.
      • 3.11 Identify interpretive issues that may arise when English language tests are used to assess reading growth in LEP students.
      • 3.12 Identify reading assessment techniques appropriate for diagnosing and monitoring reading progress of LEP students and students with disabilities in the area of reading.
      FLaRE Professional Development Competency Three: Foundations of Assessment S1
    • 5. Textbooks FLaRE Professional Development Competency Three: Foundations of Assessment S1
    • 6. Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 -
    • 7. Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 -
    • 8. In order to successfully complete the course… Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 -
    • 9. Course Completion Based On:
      • Attendance
      • Participation in class discussions
      • Daily postings to course blog
      • Group Presentations
      • Creation of an Assessment Kit
      • Case study
      FLaRE Professional Development Competency Three: Foundations of Assessment S1
    • 10. Locating and Correcting Reading Difficulties
      • Group Project
        • Choose topic of interest
        • Read chapter
        • Present information using a CRISS strategy
        • Each individual will have 20 minutes to present
        • Presentation needs to be interactive
        • Presentation must include:
          • How to Assess Skill
          • How to Teach Skill
          • ELL students
          • Recommendations – Model 1 activity
      FLaRE Professional Development Competency Three: Foundations of Assessment S1
    • 11. Assessment Kit
      • Each participant will develop an Assessment Kit including formal and informal assessments, and screening, diagnostic, progress monitoring, and outcome instruments, that support diagnosis of difficulties in various areas of literacy.
      • Areas to be included are:
        • phonemic awareness and phonics skills
        • sight word skills
        • spelling stages
        • writing stage assessments
        • fluency measures
        • vocabulary knowledge
        • oral language
        • comprehension measures
            • ***Due June 29 th
            • Send as an attachment
            • Share in the morning
      FLaRE Professional Development Competency Three: Foundations of Assessment S1
    • 12. Case Study
      • Case study for one individual student analyzing findings from the:
        • FAIR Student Detailed Report
        • Conducting one activity with the class to demonstrate a strategy used to address an area of weakness identified for that individual student.
      FLaRE Professional Development Competency Three: Foundations of Assessment S1
            • ***Due June 30 th Send as an attachment Share in the morning
    • 13. For any learning endeavor to be successful, the learner must have answers to basic questions:
      • Where am I going?
      • Where am I now?
      • How do I get where I’m going?
      • How will I know when I get there?
      • Am I on the right track for getting there?
      FLaRE Professional Development Competency Three: Foundations of Assessment S1
    • 14. What is Assessment?
      • Building a Winning Team
      FLaRE Professional Development Competency Three: Foundations of Assessment S1
    • 15. Discussion Questions
      • Who gets assigned to what position?
      • Who makes what team?
      • How often does the team need to practice?
      • Does everyone need to practice the same activity?
      • Who sits on the bench?
      • Where are we going to play?
      • Do the players ever change position?
      • What does the team need for uniforms?
      • What does the coach do on the sidelines?
      • Does the coach adjust anything during the game?
      • How does the coach determine success?
      • Is all the practice for success in a single game?
      • What is the next step for this team?
      • Does the coach ever alter practice routines?
      • What determines the team’s practice pace?
      • What determines the team’s practice intensity?
      • How does the team practice successful moves?
      FLaRE Professional Development Competency Three: Foundations of Assessment S1
    • 16. What is Assessment?
      • Assessment is the comprehensive and systematic process of collecting information to make decisions.
      FLaRE Professional Development Competency Three: Foundations of Assessment S1
    • 17. Using Data Effectively in a Wide Variety of Roles FLaRE Professional Development Competency Three: Foundations of Assessment S1 Teacher Principal District Staff Student Parent
    • 18.
      • Would the football coach, the intensive reading teacher, and the guidance counselor creating student schedules use the same data in the same way, or would they need different data in forms useful for different purposes?
      Using Data Effectively in a Wide Variety of Roles FLaRE Professional Development Competency Three: Foundations of Assessment S1
    • 19. Pause and Reflect
      • Describe where self-assessments
      • might be appropriate to use.
      FLaRE Professional Development Competency Three: Foundations of Assessment S1
    • 20. Developing a Shared Language
      • Criterion Referenced
      • Diagnostic
      • Formative
      • Miscue Analysis
      • Monitor
      • Norm Referenced
      • Outcome Measure
      • Dynamic Assessment
      • Static Assessment
      • Percentile Ranking
      • Performance Task
      • Progress
      • Prosody
      • Qualitative
      • Quantitative
      • Reading Rate
      • Reliability
      • Rubric
      • Scale Score
      • Screening
      • Stanine
      • Summative
      • Survey Test
      • Triangulation/ Cross-checking
      • Validity
      FLaRE Professional Development Competency Three: Foundations of Assessment S1 Unknown Acquainted Known
    • 21. Pause and Reflect
      • This exercise was a self-assessment of vocabulary knowledge.
      • How might the information from this self-assessment be useful to you?
      • How might it be useful to the facilitator?
      FLaRE Professional Development Competency Three: Foundations of Assessment S1
    • 22. Gathering Information about an Invisible Process FLaRE Professional Development Competency Three: Foundations of Assessment S1
    • 23. Pause and Reflect
      • What does this story teach us about the assessment of reading?
      FLaRE Professional Development Competency Three: Foundations of Assessment S1
    • 24. Principles of Effective Literacy Assessment Across Academic Content Areas
      • Assessment should be reliable and valid.
      • Assessment should be done on an ongoing basis.
      • Effective assessment is an integral part of instruction.
      • Assessment should inform instruction.
      • Effective assessment identifies students’ strengths and needs.
      • Assessment should be based on what we know about how students learn to read and write.
      FLaRE Professional Development Competency Three: Foundations of Assessment S1
    • 25. Principles of Effective Literacy Assessment Across Academic Content Areas
      • Assessment must reflect different purposes and changing academic demands as students progress to higher grade levels, encountering higher-levels of thinking and critical skills.
      FLaRE Professional Development Competency Three: Foundations of Assessment S1
    • 26. Five Critical Areas of Reading
      • Phonemic Awareness
      • Phonics and Word Study
      • Fluency
      • Vocabulary
      • Comprehension
      • ~ National Reading Panel, 2000
      FLaRE Professional Development Competency Three: Foundations of Assessment S1
    • 27. Five Critical Areas of Reading
      • Phonemic Awareness: in-the-head ability to focus on and manipulate the individual sounds in spoken words
      •  
      • Phonics: the association of sounds and letters used as a source of information to construct meaning from print
      •  
      • Fluency: ability to read a text quickly, accurately, and with proper expression to construct meaning from print
      •  
      •  
      • Vocabulary: inventory of receptive (presented to us in text or as we listen to others speak) and productive (used in writing or when speaking to others) words used to construct meaning
      •  
      • Comprehension: the complex cognitive processes involving the transactions between reader, text, and context to construct meaning from print
      FLaRE Professional Development Competency Three: Foundations of Assessment S1
    • 28. Five Critical Areas of Reading
      • The NRP highlighted five critical areas of reading.
      • What other areas of reading may be taken into account when considering students across academic content areas and grade levels?
      FLaRE Professional Development Competency Three: Foundations of Assessment S1

    ×