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Reading Assessment in the Content Area
Reading Assessment in the Content Area
Reading Assessment in the Content Area
Reading Assessment in the Content Area
Reading Assessment in the Content Area
Reading Assessment in the Content Area
Reading Assessment in the Content Area
Reading Assessment in the Content Area
Reading Assessment in the Content Area
Reading Assessment in the Content Area
Reading Assessment in the Content Area
Reading Assessment in the Content Area
Reading Assessment in the Content Area
Reading Assessment in the Content Area
Reading Assessment in the Content Area
Reading Assessment in the Content Area
Reading Assessment in the Content Area
Reading Assessment in the Content Area
Reading Assessment in the Content Area
Reading Assessment in the Content Area
Reading Assessment in the Content Area
Reading Assessment in the Content Area
Reading Assessment in the Content Area
Reading Assessment in the Content Area
Reading Assessment in the Content Area
Reading Assessment in the Content Area
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Reading Assessment in the Content Area

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Task 3 Intro

Task 3 Intro

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  • 1. Reading Assessment in the Content Areas
    Aguilar Fall 2011
    TED 406 Teaching Secondary Reading
  • 2. One of the common faults of teachers
    is“teaching” students things
    They already know.
  • 3. Boring….
  • 4. How can we find out what students know,
    are able to do,
    and are interested in?
    We can assess students for all of these…
  • 5. First, a Word on Assessment…
    There are many kinds of assessments…
    Formal and informal…
    Summative and formative…
    Commercially-published and teacher-made…
  • 6. Assessment
    Gathering of information on students
    Strengths and areas of needs in all areas of concern
    • Testing (Part of the assessment process)
    Standardized, chapter tests, spelling test
    Formative, functional, behavioral, criterion, norm
    Assessment v. Testing
  • 7. Assessments Vary…
    Different assessments exist for different reasons and have different characteristics…
  • 8. Assessments Vary…
    Different assessments exist for different reasons and have different characteristics…
  • 9. Assessments Vary…
    Different assessments exist for different reasons and have different characteristics…
  • 10. Assessments Vary…
    Different assessments exist for different reasons and have different characteristics…
  • 11. Assessments Vary…
    Different assessments exist for different reasons and have different characteristics…
  • 12. …And have different purposes…
    • Standardized testsare intended to compare the performance of an individual to a group, or a group to a group  Normal Curve
    • 13. Criterion-Referenced testsare intended to measure the performance of individuals on a common, pre-determined task. (Everyone can get a 100%.)
  • Standardized Tests are Problematic
    If I were to put up a chart showing
    Reading Achievement among U.S. 17-year-olds
    from 1971 to 2008, what would
    you expect it to show?
    Would you believe me if I told that
    17-year-olds in 2008 scored 1 point higher
    than 17-year-olds in 1971?
  • 14. Standardized Tests are Problematic
  • 15. Grade 8 NAEP Performance
  • 16. Grade 12 NAEP Performance
  • 17. What does this tell us?
    The average 8th grader reads at a “basic” level.
    The average 12th grader reads at a “basic” level.
    Or…
    Not much.
  • 18. Standardized Tests are Problematic
    Campbell’s Law:
    “The more any quantitative social indicator is used for social decision-making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor.”
    Donald T. Campbell, “Assessing the Impact of Planned Social Change,” in Social Research and Public Policies: The Dartmouth/OECD Conference, ed. G.M. Lyons (Hanover, NH: Public Affairs Center, Dartmouth College, 1975), 35.
  • 19. Assessments have different purposes…
    Only Teacher-Made testsare intended to provide teachers the information they need in order to optimize instructional design…
    In order to find out about your students’ knowledge, skills, interests, strength, and weaknesses… YOU must assess them.
  • 20. There are lots of ways to do that…
    • For Task 3. Learning About Students: Content Literacy Pre-Assessment, you will use a Cloze Test.
    • 21. Vocabulary knowledge is often used as a proxy for reading ability. Why?
    • 22. For a Cloze Test, students provide the word they think best fills in each blank in 200-300 word passages.
  • Cloze Test
    • By asking students to fill in the blanks for several leveled reading passages, we can identify students’
    • 23. INDEPENDENT,
    • 24. INSTRUCTIONAL, and
    • 25. FRUSTRATION reading levels by grade

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