Assessment

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EDU 744 Assessment

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Assessment

  1. 1. PLANNING APPROPRIATE ASSESSMENTS Created by Lane W. Clarke EDU 743
  2. 2. How do assessments help our struggling readers? We need to know what our students are struggling with before we can plan meaningful instruction?  To determine what to teach, teachers need to become “evaluation experts” (Johnson, 1987)
  3. 3. Would you consider yourself an “evaluation expert”??? Think about it…
  4. 4. Swimming in a Sea of Assessments  Teachers are told to use assessments- both summative and formative—but often don’t get the training and resources to conduct classroom assessments well (Paris & Hoffman, 2004)  Teachers are swimming in data- we don’t lack for data we struggle with how to use it!!
  5. 5. Do you feel like you have support to conduct and interpret assessments where you teach? Think about it…
  6. 6. When we conduct assessments with our struggling readers they need to be Reliable Valid Useful
  7. 7. Two different types of Assessment  Summative Assessment (state/district based)  Benchmark tests  Standardized tests  State assessments  District assessments  Textbook assessments  Formative Assessment (classroom based)  Teacher observations  Anecdotal notes  Checklists  Rubrics  Running records  Writing samples
  8. 8. Do you use both formative and summative assessments? Which do you rely on more to learn about your students? Which do you rely on more to plan instruction? Think about it…
  9. 9. “IF A TEACHER IS UNABLE TO EXPLAIN HOW ASSESSMENT IS USED TO INFORM INSTRUCTION, THEN THE ASSESSMENT IS OF LITTLE VALUE” (DORN & HENDERSON, 2010)
  10. 10. Linking Assessment and Instruction  We need to know what kids can do to use this as a starting point.  We need to build on successes for students while we move them forward in their skills.
  11. 11. Assessments must continue to support a teacher’s instructional decisions  Systematic Observations and documentation  Notice trajectories of students’ development over time  Connect instruction to ongoing assessments
  12. 12. One size DOES NOT fit all!  We need to be careful not to lump struggling readers into a homogenous groups needing the same kind of instruction.  All readers are not in the same place in their development regardless of their grade.  What are the patterns of strengths and weaknesses that the student has in literacy.
  13. 13. How is instruction provided to the struggling readers in your school??? Think about it….
  14. 14. Assessment is a reflection of instruction- it must provide evidence at two levels:  Independent  What is the child is doing/ or cal do by themselves?  Instructional  What does the child needs instruction in? Or can’t do by themselves?
  15. 15. Assessment of struggling readers should help us with:  Identification  What does the child struggle with??  Decoding words  Comprehension  Phonics  Fluency  Writing  Phonemic Awareness  Progress Monitoring  How do I make sure that the student is progressing?  Ongoing assessment of that skill  Record keeping  Summative and formative assessments  Meetings about this student
  16. 16. Don’t Forget The teacher is at the HEART of assessment

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