Presiding Officer Training module 2024 lok sabha elections
Assessment pl
1. Assessment in the Reading
Classroom
Created and compiled by
Alyson Mitchell M.Ed.
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11. As our world and the children we teach change so does our teaching. Education
is evolving and changing daily. Because of this, so is assessment. McLaughlin
(pg 232) states,
As 21st
century content area teachers, we are
striving to move away from the teacher/text
dominated classroom and to transition to a time of student-
generated ideas, self selection, critical thinking,
creativity, interaction and personal construction of
meaning.
As a result of this changing paradigm, assessment
has been undergoing a major reformation. Practices
have been shifting from the traditional “read the book
and answer the question” method to a more
performance-based “show what you can do with what
you have learned” approach.
12. Do you remember times when you were asked to read and
answer the questions about what you had read?
Was reading not enjoyable to you because of what you knew
had to be done after the reading?
Because a child can answer a simple question, does it mean
that the child can fully comprehend the text?
Think
About This!
The quote from the last slide tells us
that educators thoughts about
assessment is evolving. Effective
assessment is becoming, “show what
you can do”. What does this look like?
13. Assessment is dynamic
“No longer is it a valid notion that assessment is a one-time
activity; rather, assessment is an integral part of instruction
that helps guide teacher’ planning and delivery of
instruction.”
McLaughlin (pg. 234) shares, “Because assessment has a dynamic
nature, it is viewed not as an event but rather a natural,
ongoing, purposeful component of teaching and learning.”
14. In the previous slides we learned that assessment should be:
•dynamic
•authentic
•reflective
•standards based
•and be of varying formats
What are formative assessments?
Ongoing
Means of improving learning
Suggests future steps for teaching
Classroom based
Informal
There are two types of assessments that we can use to understand what our
children have learned and need next. These are:
1. Formative Assessments
2. Summative Assessments
What are summative assessments?
Occur at end of unit or lesson
Measure skills related to unit
Is a final product
Usually involves grading
V
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16. Examples of formative assessment:
• Observation (remember that term “kid watching”)
• Informal writing (many of the examples provided in the Write to Learn module
would work here: journal entries, exit slips, quickwrites, etc.)
• Strategy use (many of the techniques for teaching strategies throughout this course
can work here. One example might be the KWDL where the learner must explain
what they DID to find out new information. (An example of this is seen on the next
slide.)
In figure 14.3 we see prompts that teachers can use as they “kid watch”. (McLaughlin, pg 240)
18. • Think-Pair-Share
• Clear as Mud
• Ringed Index Cards
• The __#__ -Minute Paper
• Picture or Non-linguistic representation
• Thumbs Up or
Down
• Fist-to-Five
• Assessment Response Cards
• Mini-White Boards
• Who, What, Where, When, Why
• Concept Map
Possible Formative Assessments
19. Examples of Summative Assessment
The most effective way to grade summative projects, either group or individual is through the
use of rubrics. McLaughlin (Pg 245) defines these as, “scoring guides that provide criteria for
evaluating performance assessments.
Rubrics clearly define expectations so students know exactly what is expected. They should be
developed by the teacher although great conversation can come out of explaining what is on
the rubric and why. Therefore, rubrics should be shared with children before using them. A
great example of an oral presentation rubric used in a 4th
grade classroom is seen below:
Traditional summative assessments are also often used. These might be teacher made or
textbook created tests.
Frey and Fisher, pg 213
20. What can authentic assessment look like in the elementary classroom?
FINALTHOUGHTS
Mrs. Nash’s second grade class starts the day by getting into their Readers Theatre groups. They
practice their scripts with their groups for about 10 minutes and then Mrs. Nash asks them to
prepare to present to the class. Groups are chosen to begin reading their scripts with the focus
being on fluency and expression. Once the group completes their task, their classmates share
“glows and grows” telling what they think their peers did well and need to work on. Meanwhile,
Mrs. Nash is using a rubric to grade each group. Later that day, as the children work independently
at Reading Workshop, Mrs.Nash calls reading groups to her back table. She spends time introducing a
new chapter to the group, listens to them read, jots notes about what strategies she sees children using
as they read. As she dismisses the reading group, she asks one child to stay behind and asks this
particular child to read a page or two of the text. The teacher marks the reading (running record) and
takes notes on fluency and strategy use. After reading, the class moves to writing workshop. At this
point, the teacher grabs her clipboard and moves around the classroom. She stops at particular children
and asks them to share what they have worked on so far. She encourages, guides and teaches individual
children as they work on their independent stories. As she works with children, she takes notes on
her clipboard, which she will use later to guide her planning of minilessons. At math, Mrs. Nash reinforces
what has been learned previously about fractions. After playing games and completing problems together,
Mrs. Nash asks her students to take out their Learning Logs. Before closing the lesson, she asks the
second graders to write a story problem (using fractions) for their classmates to solve. The students turn
in their learning logs and the teacher guides children to solve some of the chosen word problems.
21. “In well organized classrooms,
informal assessment happens
throughout the day as teacher use
questioning, discussions, and
assignments to measure progress. In
addition, teachers administer
assessments to monitor progress and
formulate future instruction.”
Frey and Fisher, pg 238
22. REFERENCES
Fountas and Pinnell (2008). Benchmark Assessment System 1. Portsmouth, NH:
Heinemann.
Frey, N. and Fisher, D. (2007). Reading for Information in Elementary School:
Content Literacy Strategies to Build Comprehension. Columbus, OH: Pearson.
McLaughlin, M. (2010) Content Area Reading: Teaching and Learning in an Age
of Multiple Literacies. Boston, MA: Pearson.
Pike, K. and Mumper, J. (2004). Making Nonfiction and Other Informational Texts
Come Alive. Boston, MA: Pearson.
