The document discusses a performance-based reading assessment (PBA) process for grades 4-7, emphasizing the importance of aligning assessment choices with educational values. It highlights the goals of creating proficient readers and identifying students' strengths and areas for improvement through collaborative efforts between teachers. The document outlines a structured assessment approach that involves group activities and individual assessments to support diverse learners.

1. PBA Grades 4-7: Finding a
process that works for you
and your class
SD 8
May 7, 2019
Faye Brownlie
Slideshare.net/fayebrownlie.sd8.assessment

2. • Assessment is value driven.
• The assessment you choose must reflect what you value.
• So what do you value in reading? How does this match what your
curriculum values?

3. Reading Assessment
• The end goal of teaching reading is to create readers who read with
understanding and who choose to read.
• The end goal of a reading assessment is to determine the strengths
and areas to strengthen of a student’s reading with understanding.
• All students should be able to participate in the assessment, as
members of the community. How do we support all learners in the
assessment?

4. Purpose of Performance Based Reading
Assessment
• To determine class strengths and areas to strengthen
• To build a plan of action once these have been identified
• To return to the assessment to see if teaching has made a difference

5. Together we are better: Collaborate
• Assess
• Analyze and plan
• Teach
• Reassess
• When a support teacher and a classroom teacher work together to
analyze the assessment information and use it to help create a class
plan, there is an increased chance that ALL students will have more
consistent programming.

7. Assessment FOR Learning
PBA: performance-based assessment
• Whole group building background knowledge
• Guided by the protocol
• Whole group overview of performance tasks – the
thinking paper or response sheet
• Individual quick running record
• Individual interview
• Student text – non-fiction

8. • The process is described in Student Diversity – Brownlie, Feniak and
Schnellert, both 2nd and 3rd editions.

9. No plan, no point