Session 1

FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment

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Florida K-12 Reading EndorsementFlorida K-12 Reading EndorsementCompetency ThreeCompetency Three

Foundations of AssessmentFoundations of Assessment

Session OneSession One


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Agenda• Competency 3 Indicators• What is Assessment?• Using Data Effectively in a Wide Variety of

Roles• Developing a Shared Language• Gathering Information about an Invisible

Process• Principles of Effective Literacy Assessment• 5 Critical Areas of Reading• Follow Up


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Competency Three IndicatorsKnowledge 3.2 Understands the role of assessment in planning

instruction to meet student learning needs.3.3 Interprets students’ formal and informal test results.3.5 Understands the meaning of test reliability and

validity, and describe major types of derived scores from standardized tests.

3.8 Understands how to use data to differentiate instruction

3.9 Understands how to interpret data with application of instruction that matches students with appropriate level of intensity of intervention, with appropriate curricular materials, and with appropriate strategies.


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Competency Three IndicatorsSkills3.1 Describe or recognize appropriate test formats and types of

test items for assessing the major elements of reading growth: phonemic awareness, phonics, fluency, vocabulary, and reading comprehension.

3.4 Identify measurement concepts and characteristics and uses of norm-referenced and criterion referenced tests.

3.6 Demonstrate knowledge of the characteristics, administration, and interpretation of both quantitative and qualitative instructional assessments.

3.7 Analyze data to identify trends that indicate adequate progress in student reading development.

3.10 Identify appropriate criteria for selecting materials to include in portfolios for monitoring student progress over time.

3.11 Identify interpretive issues that may arise when English language tests are used to assess reading growth in LEP students.

3.12 Identify reading assessment techniques appropriate for diagnosing and monitoring reading progress of LEP students and students with disabilities in the area of reading.


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Textbooks

Foundations and Applications of Differentiating Instruction:Competencies Four and Five

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In order to successfully complete the course…


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Course Completion Based On:

• Attendance• Participation in class discussions• Daily postings to course blog• Group Presentations• Creation of an Assessment Kit• Case study


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Locating and Correcting Reading Difficulties

Group Project •Choose topic of interest•Read chapter•Present information using a CRISS strategy•Each individual will have 20 minutes to

present•Presentation needs to be interactive•Presentation must include:

• How to Assess Skill • How to Teach Skill• ELL students• Recommendations – Model 1 activity


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Assessment KitEach participant will develop an Assessment Kit including formal and informal assessments, and screening, diagnostic, progress monitoring, and outcome instruments, that support diagnosis of difficulties in various areas of literacy.

Areas to be included are: phonemic awareness and phonics skills sight word skills spelling stages writing stage assessments fluency measures vocabulary knowledge oral language comprehension measures

***Due June 29th Send as an attachmentShare in the morning


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Case Study

Case study for one individual student analyzing findings from the: FAIR Student Detailed ReportConducting one activity with the

class to demonstrate a strategy used to address an area of weakness identified for that individual student.

***Due June 30th Send as an attachmentShare in the morning


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For any learning endeavor to be successful, the learner must have answers to basic

questions:

• Where am I going?• Where am I now?

• How do I get where I’m going?• How will I know when I get there?• Am I on the right track for getting

there?


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What is Assessment?

Building a Winning Team

Discussion Questions• Who gets assigned to what position?• Who makes what team?• How often does the team need to practice?• Does everyone need to practice the same activity?• Who sits on the bench?• Where are we going to play?• Do the players ever change position?• What does the team need for uniforms?• What does the coach do on the sidelines?• Does the coach adjust anything during the game?• How does the coach determine success?• Is all the practice for success in a single game?• What is the next step for this team?• Does the coach ever alter practice routines?• What determines the team’s practice pace?• What determines the team’s practice intensity?• How does the team practice successful moves?


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What is Assessment?

Assessment is the comprehensive and systematic process of

collecting information to make decisions.


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Using Data Effectively in aWide Variety of Roles

TeacherPrincipal District Staff

StudentParent


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Would the football coach, the intensive reading teacher, and the guidance counselor creating student schedules use the same data in the same way, or would they need different data in forms useful for different purposes?

Using Data Effectively in aWide Variety of Roles


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Pause and Reflect

Describe where self-assessmentsmight be appropriate to use.


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Developing a Shared Language

• Criterion Referenced• Diagnostic• Formative• Miscue Analysis• Monitor• Norm Referenced• Outcome Measure• Dynamic Assessment• Static Assessment• Percentile Ranking• Performance Task• Progress• Prosody

• Qualitative • Quantitative• Reading Rate• Reliability• Rubric• Scale Score• Screening• Stanine• Summative• Survey Test• Triangulation/

Cross-checking• Validity

Unknown Acquainted Known


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Pause and Reflect

• This exercise was a self-assessment of vocabulary knowledge.

• How might the information from this self-assessment be useful to you?

• How might it be useful to the facilitator?


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Gathering Information aboutan Invisible Process


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Pause and Reflect

What does this story teach us about

the assessment of reading?


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Principles of Effective Literacy Assessment

Across Academic Content Areas• Assessment should be reliable and valid.• Assessment should be done on an ongoing

basis.• Effective assessment is an integral part of

instruction.• Assessment should inform instruction.• Effective assessment identifies students’

strengths and needs. • Assessment should be based on what we

know about how students learn to read and write.


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Principles of Effective Literacy Assessment

Across Academic Content AreasAssessment must reflect different purposes and changing academic

demands as students progress to higher grade levels, encountering higher-levels

of thinking and critical skills.


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Five Critical Areas of Reading

• Phonemic Awareness• Phonics and Word Study• Fluency• Vocabulary• Comprehension

~ National Reading Panel, 2000


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Five Critical Areas of Reading• Phonemic Awareness: in-the-head ability to focus on

and manipulate the individual sounds in spoken words

• Phonics: the association of sounds and letters used as a source of information to construct meaning from print

• Fluency: ability to read a text quickly, accurately, and with proper expression to construct meaning from print

• Vocabulary: inventory of receptive (presented to us in text or as we listen to others speak) and productive (used in writing or when speaking to others) words used to construct meaning

• Comprehension: the complex cognitive processes involving the transactions between reader, text, and context to construct meaning from print


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Five Critical Areas of Reading

The NRP highlighted five critical areas of reading.

What other areas of reading may be taken into account when considering students across academic content areas and grade levels?

Session 1

Education

Transcript of Session 1