Reading Assessment in the Content Area

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Reading Assessment in the Content Area

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

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