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![“Students taught by teachers who used
assessment for learning achieved in six or
seven months what would otherwise have
taken a year.”
-Black & Wiliam (1998).
“Feedback [is] in the top ten influences on
achievement. Where is the student going?
How is the student going? Where to next?”
-HaLe (2012).](https://image.slidesharecdn.com/mrlcsupersnov2015-151104234938-lva1-app6892/85/Mrlc-supers-nov-2015-17-320.jpg)
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Mrlc supers nov 2015
- 1. Improving Student Achievement: LeadingQuality Literacy across a System Superintendents’ Round Table MRLC Nov 3, 2015; Feb 17 , 2016 Faye Brownlie www.slideshare.net/fayebrownlie/ mrlc.supers
- 2. Learning Intentions • I have a beLer understanding of reading assessment, what is valued and what is measured. • I have a plan to work with our staff on USING the data from our reading assessments. • I beLer understand what works in teaching reading.
- 3. Reading Assessment • The goal of teaching reading is to create readers who read with understanding and who choose to read. • The goal of a formaRve reading assessment is to determine the strengths and areas to strengthen of a student’s reading with understanding.
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- 7. No plan, nopoint
- 8. Performance-based Reading Assessment OFLearning • Select a text • Choose a response prompt(s) • Score with a scoring rubric • Look for trends – strengths & challenges • Respond to the trends • Create a parallel assessment FOR learning and include oral reading and an interview. • Create a class and school plan of acRon.
- 9. Standard Reading Assessment • As described in Student Diversity, 2nd ed • Brownlie, Feniak and Schnellert • As described in It’s All about Thinking • All 3 books (HumaniRes, Math/Science, Middle Years) • Brownlie, Schnellert et al
- 11. • Connec&ons: How does what you read connect with what you already knew? • Summarizing: Choose a way to show the main ideas and details in what you read. • Inferencing: Read between the lines to find something that you believe to be true, but that isn’t actually said. Explain your reasoning. • Vocabulary: Here are 3 challenging words from the text. Explain what you think they mean. • Reflec&ng: Was this easy or hard to understand? How did you help your self understand? (SD, p.23)
- 12. Performance Assessments • EPRA/DART – Brownlie (K-9) • RAD – Pearson (1-9) • QCA – Pearson (1-6, Reaching Readers) • EvaluaRon rapide de la compréhension en lecture - Eds de la Chenelière (3-6)
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- 19. McKinsey Report, 2007 • The top-performing school systems recognize that the only way to improve outcomes is to improve instrucRon: learning occurs when students and teachers interact, and thus to improve learning implies improving the quality of that interacRon.
- 20. How the world’smost improved school systems keep getting better –McKinsey, 2010 Three changes collaboraRve pracRce brought about: 1. Teachers moved from being private emperors to making their pracRce public and the enRre teaching populaRon sharing responsibility for student learning. 2. Focus shimed from what teachers teach to what students learn. 3. Systems developed a model of ‘good instrucRon’ and teachers became custodians of the model. (p. 79-81)
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- 22. PIRLS, 2011 Progress inInternational Reading Literacy Study • Grade 4, every 5 years • 2011 – 45 countries • 2600 students in 148 schools in BC in 2011 • BC also parRcipated in 2006 • Measures trends in reading achievement • Examines policies and pracRces related to literacy hLp://www.bced.gov.bc.ca/assessment/nat_int_pubspirls.htm
- 23. PIRLS, 2011 Progress inInternational Reading Literacy Study • 2 – 40 minute sessions • MulRple-choice and constructed response • 4 passages – 2 ficRon; 2 non-ficRon • QuesRonnaire for students, teachers, principals, parents – to beLer understand the pracRces associated with reading performance
- 24. PIRLS, 2011 –BC Results☺ Progress in International Reading Literacy Study • Mean score significantly above internaRonal AND Canadian averages • No change from 2006 to 2011, but other countries did increase from 2006 • 15% - Advanced Benchmark; 55% - High Benchmark (4 InternaRonal Benchmarks) • Performed beLer in literary reading than in informaRonal reading
- 25. PIRLS, 2011 –BC Results☺ Progress in International Reading Literacy Study • Reported high levels of enjoyment of reading and self-confidence • The more omen students read stories or novels, the beLer they tended to perform in reading • 26% of students reported not speaking En/Fr at home. No difference in their level of achievement!!!!
- 26. PIRLS, 2011 –BC Results☺ Progress in International Reading Literacy Study • Comprehension Processes – retrieving and straighkorward inferencing – interpreRng, integraRng, and evaluaRng *Most high performing countries, including BC, did beLer on the laLer. Do your assessments allow students to demonstrate both groups of comprehension processes?
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- 28. • Language arts curricula across Canada idenRfy -comprehension, -interpretaRon, -response and reflecRon as major organizing aspects of reading literacy. • PCAP 2013 Contextual Report
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- 33. Less Rme on: • Decoding • Short test assessment items • Absenteeism MB Contextual Report, amer 2007 results
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- 40. Reading Moves: WhatNOT to Do – Allington, EL, Oct 2014, Vol 72, #2 • InterrupRng students to correct their mistakes during oral reading – More oral reading that ever in the past 4 decades – Good readers read more silently than struggling • Twice as many words/minute read silently • Asked to read aloud less omen – Difference in interrupRon • Good: self-regulaRon and what makes sense • Struggling: sounds and leLers
- 41. • Asking students low-level quesRons amer they’ve finished reading – “not a single study demonstrates that this pracRce actually leads to improved reading comprehension” – Need literate conversaRons • WriRng amer reading • Having conversaRons about texts students have read • Higher-order quesRons
- 42. “Know thy impact.” Visible Learning for Teachers Maximizing Impact on Learning John Ha|e, 2012 Iswhat you are doing, getting you what you want?
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- 45. • Reading Next:A Vision for Action and Research in Middle and High School Literacy – Biancarosa & Snow, 2004 • Instructional improvements
- 46. 1. Direct, explicit comprehension instrucRon 2. EffecRve instrucRonal principles embedded in context 3. MoRvaRon and self-directed learning 4. Text-based collaboraRve learning 5. Strategic tutoring 6. Diverse texts 7. Intensive wriRng 8. A technology component 9. Ongoing formaRve assessment of students
- 47. • Reading Next:A Vision for Action and Research in Middle and High School Literacy – Biancarosa & Snow, 2004 • Infrastructural improvements
- 48. 1. Extended Rme for literacy 2. Professional development 3. Ongoing formaRve and summaRve assessment of student learning and programmes 4. Teacher teams 5. Leadership 6. A comprehensive and coordinated literacy programme
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- 50. 1. Ongoing professional development 2. SummaRve assessment 3. FormaRve assessment
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- 52. Resources • Assessment & Instruc0on of ESL Learners – Brownlie, Feniak, & McCarthy, 2004 • Grand Conversa0ons, ThoughCul Responses – a unique approach to literature circles – Brownlie, 2005 • Student Diversity, 2nd ed. – Brownlie, Feniak & Schnellert, 2006 • Reading and Responding, gr. 4,5,&6 – Brownlie & Jeroski, 2006 • It’s All about Thinking – collabora0ng to support all learners (in English, Social Studies and Humani0es) – Brownlie & Schnellert, 2009 • It’s All about Thinking – collabora0ng to support all learners (in Math and Science) - Brownlie, Fullerton & Schnellert, 2011 • Learning in Safe Schools, 2nd ed – Brownlie & King, Oct., 2011