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Session 2

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Session 2

  1. 1. Florida K-12 Reading Endorsement Competency Three Foundations of Assessment Session Two FLaRE Professional Development Competency Three: Foundations of Assessment S2
  2. 2. Quote <ul><li>“… reading is a message-getting, problem- solving activity which increases in power and flexibility the more it is practiced.” </li></ul><ul><li>~ Marie M. Clay, 1991 Becoming Literate: The Construction of Inner Control, p. 6 </li></ul>FLaRE Professional Development Competency Three: Foundations of Assessment S2
  3. 3. Define system : <ul><li>A group of elements that interact and function together as a whole. </li></ul>FLaRE Professional Development Competency Three: Foundations of Assessment S2
  4. 4. Define working system : <ul><li>A group of elements that interact and function together as a whole capable of being used to further an activity. </li></ul>FLaRE Professional Development Competency Three: Foundations of Assessment S2
  5. 5. Define assembling a working system : <ul><li>To bring together a group of elements that interact and function together as a whole capable of being used to further an activity. </li></ul>FLaRE Professional Development Competency Three: Foundations of Assessment S2
  6. 6. Working systems identified by the National Reading Panel, 2000 FLaRE Professional Development Competency Three: Foundations of Assessment S2 Fluency Comprehension Comprehension Comprehension Comprehension Vocabulary Alphabetics (Phonemic awareness & Phonics)
  7. 7. FLaRE Professional Development Competency Three: Foundations of Assessment S2 THINKING EXECUTING ADJUSTING RETHINKING
  8. 8. FLaRE Professional Development Competency Three: Foundations of Assessment S2 THINKING EXECUTING ADJUSTING RETHINKING context context context context context context
  9. 9. FLaRE Professional Development Competency Three: Foundations of Assessment S2 THINKING EXECUTING ADJUSTING RETHINKING context context context context context context Graphophonic Working System
  10. 10. FLaRE Professional Development Competency Three: Foundations of Assessment S2 Graphophonic Working System THINKING EXECUTING ADJUSTING RETHINKING context context context context context context Lexical Working System
  11. 11. FLaRE Professional Development Competency Three: Foundations of Assessment S2 Lexical Working System Graphophonic Working System THINKING EXECUTING ADJUSTING RETHINKING context context context context context context Schematic Working System
  12. 12. FLaRE Professional Development Competency Three: Foundations of Assessment S2 Schematic Working System Lexical Working System Graphophonic Working System THINKING EXECUTING ADJUSTING RETHINKING context context context context context context Syntactic Working System
  13. 13. FLaRE Professional Development Competency Three: Foundations of Assessment S2 Syntactic Working System Schematic Working System Lexical Working System Graphophonic Working System THINKING EXECUTING ADJUSTING RETHINKING context context context context context context Semantic Working System
  14. 14. FLaRE Professional Development Competency Three: Foundations of Assessment S2 Semantic Working System Syntactic Working System Schematic Working System Lexical Working System Graphophonic Working System THINKING EXECUTING ADJUSTING RETHINKING context context context context context context Pragmatic Working System
  15. 15. FLaRE Professional Development Competency Three: Foundations of Assessment S2 THINKING EXECUTING ADJUSTING RETHINKING context context context context context context Graphophonic Working System Lexical Working System Schematic Working System Syntactic Working System Semantic Working System Pragmatic Working System
  16. 16. <ul><li>Comprehension and fluency are paramount </li></ul><ul><li>Working systems may create new sources of information </li></ul><ul><li>Phonemic awareness, phonics, vocabulary, comprehension and fluency are embedded in context </li></ul><ul><li>Feedforward (predicting and anticipating) makes the process efficient </li></ul><ul><li>Feedback (checking, searching, and self-correcting) makes the process effective </li></ul><ul><li>Working systems are transformational </li></ul>A Model of Reading As A Process FLaRE Professional Development Competency Three: Foundations of Assessment S2
  17. 17. To obtain a complete picture of overall reading development . . . it is . . . important <ul><ul><li>to observe </li></ul></ul><ul><ul><li>the way that the child integrates </li></ul></ul><ul><ul><li>all sources of information </li></ul></ul><ul><ul><li>about words in text , </li></ul></ul><ul><ul><li>and this can only be estimated </li></ul></ul><ul><ul><li>by carefully </li></ul></ul><ul><ul><li>observing children </li></ul></ul><ul><ul><li>as they read connected passages. </li></ul></ul><ul><li>~ Joseph L. Torgesen, 1998 Catch Them Before They Fall American Educator , Spring/Summer 1998, 22, p. 39 </li></ul>FLaRE Professional Development Competency Three: Foundations of Assessment S2
  18. 18. <ul><li>Assessment helps the reader to make adjustments while reading the text. </li></ul><ul><li>Assessment is the teacher’s window into the student’s reading processes. </li></ul><ul><li>Assessment is one of the complex processes of literacy and reading instruction. </li></ul>A Model of Reading As A Process FLaRE Professional Development Competency Three: Foundations of Assessment S2
  19. 19. Florida’s Formula for Reading Success <ul><li>5 + 3 + ii + iii = No Child Left Behind </li></ul><ul><li>5 — critical areas of reading identified by the NRP </li></ul><ul><li>3 — types of assessment to guide instruction </li></ul><ul><li>ii — initial instruction in all classrooms </li></ul><ul><li>iii — immediate intensive instruction </li></ul>FLaRE Professional Development Competency Three: Foundations of Assessment S2
  20. 20. Purposes of Assessment <ul><li>An effective and comprehensive reading program includes the following assessments to accomplish four purposes. </li></ul><ul><li>  </li></ul><ul><ul><ul><ul><li>Screening </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Progress Monitoring </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Diagnosis </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Outcome Measurement </li></ul></ul></ul></ul><ul><li>  </li></ul><ul><li>Often, the same assessment is used for the purposes of screening and outcome measurement, hence the 3 assessments designated in Florida’s Formula. </li></ul>FLaRE Professional Development Competency Three: Foundations of Assessment S2
  21. 21. Some Types of Tests <ul><li>Norm-referenced </li></ul><ul><li>Criterion-referenced </li></ul><ul><li>Survey Test </li></ul><ul><li>Diagnostic Tools </li></ul><ul><li>Formal </li></ul><ul><li>Informal </li></ul>FLaRE Professional Development Competency Three: Foundations of Assessment S2

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