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Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
Session 3 Reading Assessment
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Session 3 Reading Assessment

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Transcript

  • 1. Reading Assessment Session 3 9-12-13
  • 2. e.g., Informal Reading Inventory
  • 3. Read Aloud Oral Reading Accuracy Oral Reading Fluency How? By comparing to the text
  • 4. Read Silently Reading Comprehension Word Knowledge How? Retelling, and by…
  • 5. How? By comprehension questions, Both on-the-surface and under-the-surface
  • 6. Althea’s Reading Excerpt from a tape of a Reading Miscue Inventory By Yetta Goodman
  • 7. 1.Record the student reading aloud 2.Mark their miscues on the reading. 3.Ask for a retelling of the story.
  • 8. Levels of Assessment Where are assessments done? For what purposes?
  • 9. Classroom District State National/International • Instructional design • Evaluate students • Prep for state tests • Evaluate teachers, schools • Evaluate districts • Qualify for federal aid, sanctions • Evaluate state and/or regional systems • Bragging rights
  • 10. Issues with Assessment • 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.”
  • 11. Issues with Assessment • Confounding Variables • Student background • School & district effects • Earlier teachers and schools • Incomplete records • Linking students to teachers • Using Achievement Tests as Outcomes • Effects of timing of tests • Construction and scaling of tests • Inflation of scores • Achievement tests as a proxy for teacher effectiveness • Measurement error
  • 12. What does the National Assessment of Educational Progress (NAEP) tell us about reading? Excerpts from the NAEP 2008 Trends in Academic Progress & The Nation’s Report Card 2011 Jill A. Aguilar CUR 515 Seminar in Curriculum Development In Reading and Language Arts Fall 2012
  • 13. WHAT CAN DATA (NOT) TELL US? Now that we’ve talked about DATA…
  • 14. Task 1 • Data display DUE 9/26/13, All DUE 10/3/13 • 20 points possible • Collect literacy assessment data – “Data are values of qualitative or quantitative variables, belonging to a set of items. Data are typically the results of measurements and can be visualized using graphs or images.” • Create a data display (table or chart)

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