Welcome!!
Welcome!!
Reading Endorsement - Competency 3
Foundations of Assessment
In this course, teachers will understand how to select and administer appropriate assessments and analyze data to inform reading instruction to meet the needs of students. Teachers will engage in the systematic problem solving process: use data to accurately identify problems, analyze those problems, design and implement interventions, evaluate the effectiveness of interventions, and intensify instruction based on individual student needs.
Article: Best Practices for ELLs: Screening
ReplyDeleteBy: U.S. Dept. of Education (2007)
-Thre assessment Terms from Session 1: Progress, Prosody, and Triangulatio.
-Two strategies recommended in the article to create effective literacy instruction for ELLs are:
a. Measure phonological awarenes in both kindergarten and first grade.
b. Measure reading single words and knowledge of basic phonics rules in first grade.
-Over all, the article states that screening ELL students for reading problems and monitor progres in elementary school, will assist students at this level create effective literacy instruction. My question is, could this also be true for high school students? How effective will this screening be for high school students?
Jorge Cisneros
January 20, 2011
Article Read: Recommendations for Developing Classroom Performance Assessments and Scoring Rubrics
ReplyDelete- Assessment terms identified: rubric, outcome measure, performance task
- Two new assessment ideas/strategies given in the article:
1. The assessment generated should provide opporunity for student to demonstrate skills and knowledge in response to real life situations and not just a reflection on prior teaching. Assessment tasks that would engage student in real life situations are projects, reports, presentattions, collecting and analysing information
2. When using rubric two raters whoudl be assigned to score the assignment. This is to ensure that the rubric was well described and that raters scores are similar.
1 question from the reading:
In the article it states that when an assessment or task is created the student's reading level should be given careful consideration. What happens when you have a large window of student with different reading levels, varying from 2nd to 11th grade? What would be considered a fair task or assessment for a class such as this one?
AERA Position Statement on High-Stakes Testing in Pre-K – 12 Education
ReplyDeleteAdopted July 2000
Three Assessment terms from Session 1: Reliability, Validity and Data
Two Assessment Concepts:
1. Decisions that affect individual students’ life chances or educational opportunities should not be made on the basis of a single test score.
2. High-stakes testing are enacted by policy makers with the intention of improving education but the tests may lack sufficient reliability and validity for their intended purposes.
One Questions from my reading:
The article gives a list of conditions essential for the validity and reliability of high-stakes tests. Many circumstances can make these tests invalid or unreliable. If these tests can increase the risk of potential drop outs among students and possibly punish teachers that don’t have the resources necessary to help students, then why are these tests given so much emphasis?
Article: American Educational Research Association Position Statement on High Stakes Testing in Pre K-12
ReplyDelete*3 Assessment Terms from Session 1:Prosody, Triangulation/Cross-Checking and Psychometric
*2 concepts found in article: (1)high stakes tests used as instruments of educational policy
(2)AERA suggests adequate resources & opportunities to learn
*Question based on article: What can be considered acceptable means to demonstrate attainment of the tested standards?
Article:What are formative Assessments and why should we use them?
ReplyDeleteBy: Judith Dodge (2008)
3 terms from Session1:formative assessment, progress, summative.
2 new terms: assessment for learning,dual coding
Question:If we have to follow the Pacing Guides according to the subject we teach, when do we give our students 'second chances" to demonstrate success?
Session 1 :What Does Research Tell Us About Reading Assessment?
ReplyDeleteJohn Mueller Authentic Assessment Article:
To start with a plan of action:
Mission Statement and Goal (Not measurable)
Standards and Objective (Measurable)
Standards and objectives are important, because they are what students should know or should be able to do.
The use of traditional and Authentic Assessment. Traditional is your typicla True/False, fill in the blank and multiple choice questions. Authentic is
when the teachers first determine the tasks that students will perform to demonstrate their mastery, and then a curriculum is developed that will enable students to perform those tasks well.
In the end, reseachers tell us that assessments can be both Traditional and Authentic. A mix of both will meet the student(s) need. The best example would be acquring a driver's license.
Both the reading and written parts are needed , hence traditional. As well as the driving part (authentic). So this article recommends that you work with the needs and population of your class, by using
all types of assessments in which your students are exposed to everything.
1.Follow up: Identify 3 assessment terms:
Triangulation Cross Checking, Psychometric and Qualitative Data.
Found 2 new assessment ideas , concepts, or strategies in your reading.
I took this directly from the article and found it very clear .
T vs.A
Traditional --------------------------------------------- Authentic
Selecting a Response ------------------------------------ Performing a Task
Contrived --------------------------------------------------------------- Real-life
Recall/Recognition ------------------------------- Construction/Application
Teacher-structured ------------------------------------- Student-structured
Indirect Evidence -------------------------------------------- Direct Evidence
My question based on my article would be?
Which type of assessment do you find yourself using the most, traditional or authentic?
-Blanca Gonzalez
Article:Recomendations for Developing Classroom Performance Assessments and Scoring Rubrics
ReplyDelete3 assessment terms from Session 1:Triangulation/Cross Checking,Micue Analysis,summative
2 new assessment terms:performance assessment,scoring rubrics
Question:Should teachers present scoring rubrics to students before they are assessed?
N.Flores
ReplyDelete3 assessment term :prosody, triangulation/cross checking and psychometric.
Article:
Finding Balance: Assessment in the Middle School Classroom. (October 2008)
2 new assessments terms: Summative assessment- the attempt to summarize students learning at some point in time, say at the end of a course.
Formative assessment- occurs when teachers feed information back to students in ways that enables the student to learn better, or when student can engage in a similar, self-reflective process.
Question:When should formative and summative be assessed?
Two assessment ideas:
ReplyDeleteAuthentic assessments which includes various forms of assessing students but is mainly connected to real-life experience such as balancing a checkbook. Portfolios in which students are to chose meaningful assignments that represent specific accomplishments.
One Question:
What type of authentic assessment can be made for second graders?
A. 3 assessment terms from session 1:
ReplyDelete- Prosody: patterns of stress and intonation
- Psychometric: The measurement of psychological functions, such as reading.
- Triangulation/Cross Checking: the process of comparing assessment measures to ensure accuracy.
B. Two Interesting concepts from the reading:
I read the article regarding the position statement on assessment. The article discusses how the American Educational Research Association reviews questions and the use of "high-stakes testing." According to the article, the AERA's job is to maintain that testing policies and practices are beneficial, that the purpose of testing remains to improve education and that the educational process is not severely distorted by the teaching "for the test". It was also interesting to learn that the AERA has set fourth a number of policies/guidelines to ensure that the above mentioned stays true. Such as the availability of adequate resources & opportunity to learn, protection against decisions based on a single test as well as allignment between the test and the curriculum to name a few.
C. 1 question I have from my reading
If the AERA has created so many guidelines and policies for "high-stakes tests," and their job is to ensure they are being followed then why aren't they. For example, The AERA ensures that adequate resources are available to assist with testing, and that there is allignment between the test and the curriculum, but in the classrooms we are currently using old supplemental testing materials that are not coorelated to the new test, our text books are also not correlated to the new test and won't be since there is no money for new text books and therefore, not alligned to the curriculum......so how is it that we are not setting ourselves and these children up for failure? Has the AERA taken a real look at whats going on?
Article: What is Depth of Knowledge?
ReplyDeleteBy: Debbie Baughman
Date: October 31, 2008
•3 Assessment Terms from session 1: Measure, Progress, Scale Score
•2 New Assessment Ideas, Concepts and or Strategies:
a.DOK = Depth of Knowledge = is about item/standard not students’ ability
Level 1: Recall
Level 2: Skill/Concept
Level 3: Strategic Reasoning
Level 4: Extended Reasoning
b.Required by NCLB = Mechanism to insure that the intent of the standard and the level of student demonstration required by that standard matches the assessment items.
•1 Question from Reading: With all the changes being implemented, should FCAT be timed?
Article: Formative and Summative Assessments in the classroom. By Catherine Garrison and Michael Ehringhaus (2007)
ReplyDeleteThree assessment terms: summative, formative, validity
Two new strategies or conepts:
1) Summative assessments are assessments which measure what has been learned. They are tools used to help evaluate the effectiveness of a program alignment of curriculum or student understanding of concepts. They are a way to grade the student. Examples of summative assessments: End of chapter or unit test, state assessments or district assessments.
2) Formative assessments are assessments that inform both teachers and students about student understanding at a point where timely adjustments can be made. By making timely adjustments the teacher can ensure that students achieve target learning goals. Examples of formative assessments are observations, questioning, strategies, self or peer assessment, and teacher or student led conference.
Question: In this article it states that summative tests are only used to grade a student summarizing a lesson, chapter or a year. Should teachers use summative assessments to guide their instruction?
Article: The Effects of Test Translation on Young English Learners' Mathematics Performance
ReplyDelete3 assessment terms from session 1
-reliability
-validity
-screening
2 new ideas from my reading:
-Math tests given to ELLs may not be valid since the test is supposed to test math skills not a students English proficiency.
-If the goal is to obtain valid measures of students’ actual
knowledge, this may require using accommodations on the district tests that are not offered on the state tests.
1 question I have from my reading is:
- Would the translation of the test be considered valid?
Article: Recommendations for Developing Classroom Performance Assessments and Scoring Rubrics
ReplyDeleteThree assessment terms: goal, objective, scoring rubrics
Two new ideas:
-The selected performance should reflect a valued activity. The best tests always teach students and teachers alike the kind of work that most matters; they are enabling and forward-looking, not just reflective of prior teaching. In other words, performance assessments allow students the opportunity to display their skills and knowledge in response to "real" situations.
-The statement of goals and objectives should be clearly aligned with the measurable outcomes of the performance activity. Once the task has been selected, a list can be made of how the elements of the task map into the desired goals and objectives. If it is not apparent as to how the students' performance will be mapped into the desired goals and objectives, then adjustments may need to be made to the task or a new task may need to be selected.
Question: How reliable are performance assessments?
Article: Assessments For Young Children
ReplyDeleteby Eric Clearinghouse 2009
3 assessment terms
Formal Assessment
Formative Assessment
monitor progress
2 new ideas
Assessments whether Formal or Informal gather the persons information to determine his or her placement in education.
Probes are brief tests that are collected to monitor the students performance, they are also called curriculum-based measurements.
When are we going to stop all these test (FCAT)and put teach back in TEACHER?
Sorry, alacran1313 is my aol account
ReplyDeleteEmiro Alvarez
Article: Classroom Assessment - Observations and Note Taking
ReplyDeletehttp://fcit.usf.edu/assessment/classroom/interactb.html
Assessment Terms: Reliability, Validity, Performance Task
Assessment Ideas: Formal & Informal Discussions and Conferences
Question generated: Can observations be bias free?
Three assessments from Session one are: Psychometric, Formative Assessment, and Diagnostic.
ReplyDeleteArticle: Reflecting on Miscues in Context Area Readings by Michelle Ebersole,2005.
Two new assessments ideas, concepts or strategies:
Miscue Analysis(MA): Analysis of specific oral reading is a tool that provides teacher/researchers with increased understanding about the reading process.
Retrospective Miscue Analysis (RMA): After each miscues analysis the reader reflects upon select miscues using RMA. RMA is a follow up miscue procedure which provides the reader with information about the reading process and asks the reader to reflect upon select miscues made during the reading.
In this case study RMA was a powerful process for a middle school reader.
Question: Could RMA help a reader in elementary school revalue his/her own reading process and perception of himself as a reader?
1.Recommendations for Developing Classroom Performance Assessments and Scoring Rubrics
ReplyDeleteBarbara M. Moskal
2. Scoring Rubrics, Measure, Progress
3. Developing Performance Assessment: Taking on many different forms, including written, oral demonstrations and activities that can be completed by either a group or an individual. Administering Performance Assessments: How one shall explain the test and exactly the amount of time, location and each directions of the test.
4. Why should a teacher discuss with students the Scoring rubrics when they most likely will become quite nervous?
Article: Selecting Assessments for Your school
ReplyDeleteThree assessment terms from session 1: Diagnostic, Monitor progress, Reliability.
Article states that most currently available assessments identify children using national norms so that schools may decide if they want to intervene with all children that score in the bottom 10 to 20 percent.
A key issue in the article was creating accurate instruments that were not too long. Longer assessments provided more detailed data, but shorter assessments were more practical for the classroom. This led to differentiation between screening and diagnostic assessments.
A third type of assessment was mentioned which was progress monitoring, instruments coming in short multiple forms so that students' skills could be assessed every two weeks(or more frequently)to quickly determine if an intervention is sufficiently effective. The DIEBELS was mentioned as a widely used screening and progress-monitoring assessment. TPRI was also mentioned as a highly reliable early reading assessment. My question: Is intervention in school really working?
3-2-1 Strategy
ReplyDelete3 Assessment Terms
Qualitative data, Quantitative data, Summative
2 New assessnebt ideas, concepts, or strategies you find in your reading.
Authentic Assessment: Students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills
How Do You Create Authentic Assessments?
1)Identify your standards for your students.
2)For a particular standard or set of standards, develop a task your students could perform that would indicate that they have met these standards.
3)Identify the characteristics of good performance on that task, the criteria, that, if present in your students’ work, will indicate that they have performed well on the task, i.e., they have met the standards.
4)For each criterion, identify two or more levels of performance along which students can perform which will sufficiently discriminate among student performance for that criterion. The combination of the criteria and the levels of performance for each criterion will be your rubric for that task (assessment)
1 Question
How many of us have created an Authentic Assessment?
Hello
ReplyDeleteArticle: Recommendations for developing
ReplyDeleteclassroom performance assessments
And scoring rubrics. 5/29/2003
Three assessment Terms from Session 1: Diagnostic, Rubric, and Validity.
Two new terms: Performance Assessment, Holistic Scoring
Recommendations for Developing Performance Assessments and Rubrics:
1.Developing a goal or objective
2.Develop assessment
3.Develop rubric
4.Administer the assessment
5.Score
Question: How reliable are performance assessments?
Coming to Terms with classroom assessment
ReplyDeleteBy Bruce Frey (2007)
3 Words - performance task, formative assessment, and validity
2 new concepts –
Formative assessments can be used as a means of providing feedback to the students. This way the student can alter their strategies to improve their learning.
Authentic assessment are teacher made assessments. These test are used in a classroom to check if the student has comprehended a skill or a concept.
Question – In this article it says that teachers are not good judges of their own abilities or knowledge to create their own questions. If the teacher has taught the concept, then why wouldn’t he or she be the right person to create the assessment?
Maria Gonzalez
ReplyDeleteArticle: Code of Fair Testing Practices in Education/2009
The code of Fair Testing Practices in Education is a guide for Teachers to use Texts that are fairs to all test takers in spite of age, gender, disability, race, ethnicity, national origin, religion, linguistic background, or other personal characteristics.
This article show relevant aspects of assessments; such as: Norm Reference Assessment, Standardized Test, and Reliability. The code is not meant to add new principles over and above those the standards or to change their meaning. The code is planned to assist in carrying out such commitments. They explained four critical areas. For example: Developing and Selecting Appropriate Tests, Administering and Scoring Tests, Reporting and Interpreting Test Results, and Informing Test Takers.
Other ideas that they give us is Performance test, because they show many different assessment, and put in practice Performance Test, and one of them is Performance Testing. As a second idea, we can take diagnosis identifying difficulties in precise skills.
My question is: How can a teacher evaluate effectively background knowledge for the students?
Jan 24, 2011
ReplyDeleteArticle: Assessing Student Portfolio/2010
By Jacqueline Bermudez
Assessment, Assessing & Assessors!!!! Aren’t we all familiar with those terms? Of coarse! I really enjoyed the article “Assessing Student Portfolios” by 2010. I am fond of this selection because it is not difficult to understand. It is self explanatory. After reviewing the many assessments during our first session in class/Reading Competency # 3, it was easier for me to analyze and reflect on this article. Terms that I had forgotten soon came to my mind through the class review. Most of the time, as teachers we are making use of the diagnostic, monitor progress, and progress (context) evaluations in our classes. We do it as part of our daily routine, especially during Reading and Language Arts instruction. This article gives us an explanation in how to incorporate and create the portfolio in order to assess students in many different ways. Just like they say, students need grades. Portfolios are a colossal assistance for us, facilitators. The context of this article” Assessing Students Portfolio” touch upon assessing children through writing reflections. I do agree with this 150%. Writing should be included in every aspect of the curriculum/designed program for every subject.
This article gives us tips in how to assess the Portfolio, how many times can we use it and also gives us ideas in how to assess them through different kinds of testing and monitoring tools like the checklist and reflective essay. At the end for the final assessment we go back to the beginning, a rubric with certain specific guidelines, but who doesn’t know about rubrics nowadays. Don’t we have FCAT every year? This is a good way of maintaining the assessments accessible for students, parents other teachers and administrators. Measurements through different assessment should be updated at least every school year. All teachers should be exposed to professional developments that include assessment as part of their agenda. With the use of this system we can also show a range of assessment instead of the repetitive diagnostic and interim assessments. I always try to expose students to a variety of ways to find the readings that they will like, enjoy and understand; readings that they like and that could enhance and enrich their lives through the acquisition of the needed skills and values. Therefore, these skills are necessary for them to grow not only as students but as human beings.
As teachers, we should always celebrate students’ success even though sometimes it is going to be hard to meet their goal/. The students should know you are on their side. We are the hand that they need to reach success. Remember and keep this in mind, I am a firm believer that The Future of Our Children is NOW! I don’t have a question. I have a statement: Please no more testing. I think we have enough assessments already. We need more time to teach. But well there is always a question at the end. There is enough assessment already than we are perfectly aware of. Can we teach our kids?
Read more: http://www.brighthub.com/education/k-12/articles/21425.aspx#ixzz1C0U3AMnc
1. What does Research tell us about reading assessment?
ReplyDeleteAs I read the information within the articles I have found that the research throughout time is what has allowed us to create D.I.! Through the several different forms of assessments we have time and time again been allowed a more extensive birds eye view of what is happening in the minds of young readers.
2. Use a Modified 3-2-1 Strategy as you read:
*Identify 3 assessment terms from Session 1 activities:
1.Prosody-Patterns of stress and intonation
2. Reliability- Consistency in measurement-the eten to which to applications of the same procedure rank persons in the same way
3.Progress-Must be defined by context and aligned to goals and outcomes.
*Found 2 new assessment ideas, concepts, or strategies in your reading.
When the goals and objectives are focused upon complex learning outcomes, such as reasoning, communication, teamwork, etc a performace assessments likely to be appropriate. Performance assessments can be in written an oral form. The key factor that distinguishes performance assessments from the others is that they require students to demonstrate the application of knowledge through a certain context. Through observation of the students response, the teacher can determine what the student knows, does not know and any misconceptions.
Another form of an assessment is Validity. The purpose and meaning of this assessment is that the passing scores or achievements must be clearly stated. There is often confusion between competency levels, grade level standards, and world class standards. As a end result once the purpose has been stated clearly, clear and precise procedures must follow to set proficiency levels. Last the validity evidence is collected and reported with the stated purpose.
Write one question you would like to ask as a result of what you read.
1.When reading the information about forming a rubric, I noticed that a key element is making it relevant to your assignment. How is it that when scoring the FCAT writing portion students are expected to pass and show writing gains? Especially seeing that the students being scored have no relevant background and they are not given a set rubric to assure that all points are highlighted and written about.
The three words are formative assessment, scale score and prosody.
ReplyDeleteArticle: Current Issues and Trends in Assessment in Early Childhood Education.
By: S.C. Wortham.
This article relates to improving education at all levels by providing standardized test that will promote accountability for what students are learning.
There are three types of tests which consists of the competency tests, achievement tests and screening instruments; they are used to ensure that students of all ages reached the desire educational goals and achievement levels set by state Although, many schools improved their learning evnvironment and achievement level; aa large percentage performed low. Why? Because of teacher shortage, aging schools, inadquate funding, and poor leadership that affected the quality of education.
Write one question you would like to ask as a result of what you read?Why standardize tests are not working?
My name is Jorge L Hernandez.I'm an ESOL/Spanish teacher. This is my first day in the Reading workshop (Competency 3). The assignment I'm working on, is related to the most common reading errors;specifically those pertained to word substitutions that could affect comprehension.Teachers's strategies need to be first: identify the cause and then, apply the proper technique to fix the problem.
ReplyDeleteArticle:"Assessing Reading Fluency"
ReplyDelete3 assessment terms from Session 1:Triangulation/Cross Checking,Micue Analysis,summative
2 new assessment terms:performance assessment,scoring rubrics
Question:Should teachers administer more qualitative assessments to their students?
Article: Practical Assessment, Research & Evaluation, Performance Task Assessment.
ReplyDeleteThe three assessment terms from Session 1 are
Prosody, Stanine,Qualitative data.
The two new assessment terms are Performance Assessment and Rubrics.
Questions: What subject area are performance assessment more suitable?
Identified three assessment terms from session 1 are Criterion referenced measurement, Diagnostic, Formal Assessment.
ReplyDeleteArticle: Assessing ESOL Students (Article from Educational Leadership Authentic)the two new assessment terms are authentic assessment and portfolios.
Questions: How often do you do implement an authentic assessment?
1. Follow Up – Session 1 What Does Research Tell Us About Reading Assessment?
ReplyDeleteReading assessment should be given to gather information on students reading level, comprehension, and fluency. The test should also be fair.
2. Follow Up - Criteria
o Criteria for Successful Completion of Identified 3 assessment terms from
Screening, Diagnostic, Monitor progress
Found 2 new assessment ideas, concepts, or strategies in your reading
Decoding automaticity – the ability of readers to decode words in text with minimal use of attentional resources.
(IRI) Informal reading inventories – Testing tool used to measure decoding words accuracy.
Generated 1 question from your reading
Why would administration at a school require teachers to use informal reading inventories when it is so time consuming?
Three Assessment that we covered in Session 1
ReplyDeleteTriangulation/Cross Checking, Summative, Scale Score.
Based on the Article: Authentic Assessment Toolbox the two new assessment that are new are authentic assessment and portfolios.
The new question that I still have is
When do you create a portfolio for a student?