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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.
Merrissa Bailey
ReplyDeleteArticle: Assessing Reading Fluency
by Timothy V. Rasinski, Ph.D.
1. Identify 3 assessment terms:
Below are the 3 Assessment Terms I know:
Accuracy: When a student correctly decode a word in the text.
Reliability: Is the consistency of the measurement.
Validity: Is the strength of conclusion (in teachers’ case: how strong are the test results).
2.Two new assessment ideas:
Below are the 2 Assessment Terms that are new to me:
Prosody: When a student has the ability to correctly use phrasing & expression.
Automaticity: When a student can decode words in the text with little or no use of attentional resources.
3.Question:
From reading the article, I saw where results were giving based on frustration level. I would like to know, how the frustration level can be measured in students.
Frustration Level: When a student feels the information being read is too challenging.
One of the things I learn from the article I read is that assessments must be efficient in administration, scoring, and interpretation. Assessments should be as quick and easy to use as possible. If they are not, teachers may not find time to use them or may use them in an inconsistent way. Moreover assessing could take lat of time living little time for instructions. On section one we went over a couple of assessment terms, but three I remember the most are the ones I didn’t know what they mean, like Triangulation Cross Checking, Validity and Prosody.
ReplyDeleteQuestion: How effectives are miscue analysis?
Article: Recommendations for Developing Classroom Performance Assessments and Scoring Rubrics
ReplyDelete1. The Assessment terms identified: Prosody, Triangulation/Cross Checking and Psychometric
2. Two new assessments given in the article are ideas/strategies. The assessment created should give students the chance to demonstrate skills and knowledge in response to real life situations. Assessment tasks that would involve students in real life activities or situations that they will encounter in their future would be things such as projects, reports, and the ability to collect information and at times even present it
3. My question from the reading:
Since I teach an Intensive Reading Plus classes with a large range in reading abilities, should I be developing a different assessment for each range or on one assessment with a little of everyth
The 3 assessment terms are:Reliability,Authentic Task,and Descriptors.
ReplyDeleteThe 2 newassessment ideas are:Authentic assessment,and Reducing the chances of guessing.
Question:
What is an authentic assessment ?
Article: Assessing Reading Fluency
ReplyDeleteTimothy V. Rasinski
Three Assessment Terms thatI learned today were:
Summaticve: EOC- end of year
Triangulation: checking for accuracy and validity
Diagnostic: ORF-oral reading fluency
Two new Term that I have leared today would be:
Automaticity is when students can decode words in the text with little or no use of attentional resources.
Prosody is when a student has the ability to correctly use expression and phrasing.
Question:
How can we manage the frustration in the students who we try to push harder in thier studies.
Three assessment terms that I was unfamiliar with before the discussion were:
ReplyDelete1. Triangulation/Cross Checking
2. Psychometric
3. Prosody
I read the article entitle AERA Position Statement on High Stakes Testing in Pre-k - 12 Education. Two conecpts/ideas that I found iteresting was....
1. I did not know that there was a company whose job was to make sure that certain policies were set in place to assist with high-stakes test.
2. They reinforce the need for alignment between the test and the grade level curriculum.
3. Finally, They understand the need for sufficient time before retaking the test to assure that students have time to remedy any weaknesses discovered.
The question I still have after reading this article is....if the AERA requires that before a high stakes test the schools and teachers should have updated supplemental material and text books then how is it that this year we had to prepare the students for the FCAT 2.0 without updated books or materials. There were no supplemental materials out there for teachers to purchase and many schools did not have money to purchase new text books that were alligned with the new test. Yet teachers were expected to get the students ready and passing. How if their job is to be sure this doesn't happen how did this happen to most teachers in the state of Florida?
1. Three assessment terms from session one activities are
ReplyDeletei. Psychometric
ii. Triangulation/Cross Checking
iii. Stanine
2. Two concepts that I found in the article that are not necessarily new but are reinforced are:
i. Life chances or educational opportunities should not be made on the basis of test scores alone.
ii. New content standards and associated tests are introduced but accessing appropriate materials and retraining teachers with the intended changes should be provided before the schools, teachers or students are penalized or sanctioned for failure.
3. One question that I still have:
i. Why are standards and expectations changed without adequate preparations
for both students and teachers? The governmental body that mandates changes in content standards and associated tests should allow opportunities to access appropriate materials to both teachers and students.
Anonymous said...1. Two assessment terms that I got reacquainted with were Norm Reference and Miscue Analysis.
ReplyDelete2 I read the article on Performance Asssessment task. Two new assessment ideas that were of particular importance were, firstly, the emphasis that before we choose what performance assessment to give to our students, we need to be explicit and write a clear statement of goals and objectives for the students. The other is that there are two performance assessment in literature: Analytic and Holistic.
My question is, will ther be a way to combine the two assessment strategies to make a new more complete type of assessment in literature?
Assessing ESOL students (article from Educational Leadership)
ReplyDeleteFrom the article I read I could identify the following assessment terms: authentic assessment, reliability, and criteria.
An authentic assessment usually includes a task to perform and a rubric by which their performance on the task will be evaluated.
By reading the article I also read about two assessment concepts or terms: analytic rubric and holistic rubric.
An analytic rubric articulates levels of performance for each criterion so the teacher can assess students performance in each criterion.
A holistic rubric assigns a level of performance by assessing performance across multiple criterion as a whole.
A question I have after reading the article is what is more effective a traditional assessment or an authentic assessment?
1. Three Assessment Terms from Session 1
ReplyDeleteActivities:
*Psychometric- Now known, an example would be the WISC
*Triangulation/Cross Checking- Now known would be accuracy cohesiveness, data collected and put together.
*Norming Group -Now clarified, the group of testing participants used to establish norms. (Those are the participants in SAT-9).
*Two assessments,ideas concepts, or strategies in your reading/article.
1. Just learned the AERA is nation's largest professional organization devoted to the scientific study of education.
2.Education and one's livelihood should not solely depend on test scores alone.
3.Full Disclosure of Likely Negative Consequences of High-Stakes Testing Programs should make a serious effort to explain these possible effects to policy makers. (So why has it already been done?)
3. The question I have and still raise after reading this article is ?
"How are high-stake test programs suppose to be successful for both the teacher/school and student if resources continue to be scarce for both the teachers and students?"
On section one we studied different assessment terms from which I could recognize the majority of them, but there are some that I was not familiar with. Three of the assessments that I can identify are:
ReplyDelete1- Diagnostic which is an assessment designed to provide information that enables analysis of strengths and weaknesses in specific skills, for example FAIR, FCAT, TeenBiz3000, Baseline and Reading Plus.
2- Progress which must be defined by context and aligned to goals and outcomes, for instance FAIR and TeenBiz3000. 3- Reading Rate that is the number of correct words read in one minute, such as the ORF.
I selected the article titled “Assessing ESOL students (article from Educational Leadership Authentic)” and two new concepts that I learned are:
1-It is not enough to say that you taught certain concepts and your test covers those concepts. You need to look back at your standards to see what you expect your students to know and be able to do with those concepts, and develop a test that addresses those competencies.
2-Stem: A question or statement followed by a number of choices or alternatives that answer or complete the question or statement
One question that I have from my reading is:
-How can I use more Miscue Analysis (analysis of specific oral reading behaviors) in my assessments?
Assessment Terms Learned:
ReplyDelete- psychometric
- miscue analysis
- triangulation.
From Dr. Timothy V. Rasinski's "Assessing Reading Fluency," I learned the following:
- Reading accuracy is determined by the percentage of words one can read correctly and has been shown to be a valid measure of reading proficiency. When a student reads with 97-100% accuracy, the student is considered to be on an independent level, while students who read with 90-96% accuracy are on an instructional level, and any student who reads with less than 90% accuracy is on a frustration level.
(This data makes my students' frustration even more tangible.)
- The classroom fluency chart in the article is an excellent idea. I maintained a log for each ORF I administered to my students, but not an overall chart that accounted for each of the assessments. I plan to create a similar chart for my students so they can keep track of their individual progress as they already do with their FAIR and Interims.
Questions I still have:
- If students must read with at least 90% accuracy in order to be on an instructional level, what is the most effective way to get them there besides practice reading aloud, individual feedback, and reader's theater?
--Three assessment terms found in Session I are:
ReplyDelete1) Traditional Assessment(multiple choice, fill_in_the blanks, etc )
2) Authentic Assessment (recall, selecting a response to perform a task, etc)
3) Criteria: Characteristic of good performance on a particular task
--Assessment ideas , concepts, or strategies that could be used in a Lang. Arts, Reading or an ESOL class, for instance.
1) Look, smell, hear, taste, and feel it
2) Represent a theme through a collage
My question or reflection on the topic:
Could we conclude that an authentic assessment requires a deeper understanding and involvement from the learners as well as a better preparation from the teacher’s side as compared to other types of assessments ?
*3 assessment terms:
ReplyDeleteA) Summative: Final evaluation.
B) Triangulation/ Cross Checking: The process of comparing assessment.
C) Diagnostic: Enables analysis of strengths and weaknesses.
* 2 new assessment ideas, concepts, or strategies in your reading:
A) Test Developers, when administering and scoring tests, they need to provide guidelines on reasonable procedures for assessing persons with disabilities who need special accommodations or those with diverse linguistic backgrounds.
B) Test takes should be provided test with an opportunity to become familiar with test question formats and any materials or equipment that may be used during testing.
* 1 question from my reading:
I know that many of our students had difficulties taking the computerized math FCAT. I was told by students that the technical difficulties and the unusual test format were factors that affected them negatively. Were our students provided with a truthful opportunity to become familiar with the computerized test format? Why was this experience very frustrating for them?
--Three Assessment terms:
ReplyDelete1. Diagnostic: at the beginning of the year I use a pretest to know what students already know.
2. Formal Assessment: As a midterm where the standards of a child is measured. Progress can also be measured.
3. Outcome Measure: as a post test to see if all goals have been accomplished and to see what skills have been obtained.
--2 New Assessments learned in the reading
1. Authentic Assessment: usually includes a rubric in which the task the student is completing is being evaluated.
2. The two different point of views of "Teaching to the Test"
--1 question from reading
What is more effective to a student: Teaching to the test, or not?
Identify 3 assessment terms
ReplyDelete1.Prosody
2.Automaticity
3.Stanine
2 new assessment ideas
1.Authentic Assessment
2.Triangulation
I have ORF , assess benchmark skills completed all my IEP's now the question is when can we go back to teaching instead of drill practice everyday . I want to enjoy teaching not testing and chating with the adminstration day in an out put the fun back into school.
Lazaro Iribar
ReplyDeleteArticle:Assessing Reading Fluency By Timothy V. Rasinski
1) The assessment terms identified .
a-Validity:Is the ability to decode test accurately.
b-Reliability:Is the strengh of conclusion.
c-Realiability-Is the consistency od measurent.
2.Two new assessment ideas.
a-Triangulation cross checking.
b-Automaticity.The ability of readers to appropriately use phrasing and expresion.
3. My own question is.
How can use Miscue analysis with my students in the classroom?
Validity: How valid a test is
ReplyDeletecriterion based: individual's performance is compared directly to learning objectives not other students
Formative Assessment: Provides ongoing Feedback
for improvement of instruction
validity: extent to which a test measures what it is supposed to measure
Article: Performance Assessments
When giving writing assessments, there should be a specific rubric and objectives should be clearly stated
Objectives should describe measurable student outcomes
One Question:
Where would I find help on creating a rubric since I'm not familiar with creating rubrics
Assessment Tests
ReplyDeleteMiscue Analysis- analysis of specific oral reading behaviors.
Prosody- patterns of stress and intonation
Triangulation Cross Checking- the process of comparing assessment measures
Authentic Assessment, is a form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills
Engaging and worthy problems or questions of importance, in which students must use knowledge to display performances effectively and creatively. The tasks are either replicas of or analogous to the kinds of problems faced by adults.
- Rubric: A scoring scale used to assess student performance along a task specific set of criteria
Authentic assessments typically are criterion-referenced measures. That is, a student's aptitude on a task is determined by matching the student's performance against a set of criteria to determine the degree to which the student's performance meets the criteria for the task.
Question
What grade level should teachers use authentic Assessment to assess students ?
Oscar.
ReplyDeleteAuthentic Assessments complements Traditional Assessmnets.Students are asked to perform real-world tasks to demonstrate meaninful applications of essential knowledge and skills.
Authentic Assessments:
1-Performance Assessment:Students are asked to perform meaningful tasks.
2-Alternative Assessment:It is an alternative to traditional assessments.
3-Direct assessment: Provide more direct evidence of meaninful applications of knowledge and skills.
Question: Do my students' answers always reflect their weaknesses and strenghts?
Three assessment terms: Diagnostic, monitor progress, and prosody.
ReplyDeleteNew assessment ideas: 1. Authentic Assessment: a form of assessment in which students are asked to perform real-world tasks that demonstrate meaningful application of essential knowledge and skills (Jon Mueller). A rubric is used to evaluate the performance. 2. Triangulation: comparing assessments scores.
How do I use triangulation/cross checking to plan for instruction?