Session 1

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Session 1

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

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