Session 2
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Transcript of Session 2
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
S2 1
Florida K-12 Reading EndorsementFlorida K-12 Reading EndorsementCompetency ThreeCompetency Three
Foundations of AssessmentFoundations of Assessment
Session TwoSession Two
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
S2 2
Quote
“… reading is a message-getting, problem- solving activity which increases in power and flexibility the more it is practiced.”
~ Marie M. Clay, 1991Becoming Literate: The
Construction of Inner Control, p. 6
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
S2 3
Define system:
A group of elements that interact and function together as a whole.
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
S2 4
Define working system:
A group of elements that interact and function together as a whole capable of being used to further an activity.
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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Define assembling a working system:
To bring together a group of elements that interact and function together as a whole capable of being used to further an activity.
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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Working systems identified by the National Reading
Panel, 2000
Comprehension
ComprehensionCom
preh
ension
Com
preh
ension
Fluency
VocabularyAlphabetics (Phonemic awareness & Phonics)
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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When he first came there she resented him; after that she had gone on to ignore him. It had been clear enough at first that she did not like his being there. The companionship and the interest that he had there was with Stenning in their work and in the farm. She had a habit whenever they were in the house together of always interrupting Johnson when he spoke. She always helped him last at meal-times, so that it should be plain that he was their servant and not one of them.
taken from Clay, 1991, Becoming Literate: The Construction of Inner Control, p. 9
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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The making and breaking of chemical bonds is the job of a particular and very varied group of substances found in every living cell and in many body fluids such as saliva and gastric juices—the enzymes. These compounds speed up the forming or decomposing of polymers and other complex substances by making or breaking the chemical bonds between the various parts of these giant molecules. Any one enzyme can usually act on only one particular bond, say, for example, the bond between two glucose molecules in a starch chain. Thus every different chemical reaction needs its own enzyme.
taken from Clay, 1991, Becoming Literate: The Construction of Inner Control, p. 9
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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From the brain the circumoesophageal commissures pass around the gut to the suboesophageal ganglion lying ventrally in the head. Nerves arising from here innervate the mouth parts. From the suboesophageal ganglion paired connectives pass back to the pro-thoracic ganglion in the floor of the prothorax. Then follow the next two thoracic ganglia. The ganglia supplying the first two abdominal segments have probably fused with the meta-thoracic ganglion. taken from Clay, 1991, Becoming Literate: The Construction of Inner Control, p. 9
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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THINKING EXECUTING
ADJUSTING RETHINKING
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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THINKING EXECUTING
ADJUSTING RETHINKING
contex
t
contex
t
conte
xt
conte
xt
context
context
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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Graphophonic Working System
THINKING EXECUTING
ADJUSTING RETHINKING
contex
t
contex
t
conte
xt
conte
xt
context
context
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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GraphophonicWorking System
Lexical Working System
THINKING EXECUTING
ADJUSTING RETHINKING
contex
t
contex
t
conte
xt
conte
xt
context
context
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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Lexical Working System
Schematic Working System
GraphophonicWorking System
THINKING EXECUTING
ADJUSTING RETHINKING
contex
t
contex
t
conte
xt
conte
xt
context
context
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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Schematic Working System
Syntactic Working System
Lexical Working System
GraphophonicWorking System
THINKING EXECUTING
ADJUSTING RETHINKING
contex
t
contex
t
conte
xt
conte
xt
context
context
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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SyntacticWorking System
Semantic Working System
Schematic Working System
Lexical Working System
GraphophonicWorking System
THINKING EXECUTING
ADJUSTING RETHINKING
contex
t
contex
t
conte
xt
conte
xt
context
context
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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Semantic Working System
SyntacticWorking System
Schematic Working System
Lexical Working System
GraphophonicWorking System
Pragmatic Working System
THINKING EXECUTING
ADJUSTING RETHINKING
contex
t
contex
t
conte
xt
conte
xt
context
context
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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GraphophonicWorking System
Lexical Working System
Schematic Working System
SyntacticWorking System
Semantic Working System
Pragmatic Working System
THINKING EXECUTING
ADJUSTING RETHINKING
contex
t
contex
t
conte
xt
conte
xt
context
context
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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• Comprehension and fluency are paramount
• Working systems may create new sources of information
• Phonemic awareness, phonics, vocabulary, comprehension and fluency are embedded in context
• Feedforward (predicting and anticipating) makes the process efficient
• Feedback (checking, searching, and self-correcting) makes the process effective
• Working systems are transformational
A Model of Reading As A Process
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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To obtain a complete picture of overall To obtain a complete picture of overall reading development . . . it is . . . reading development . . . it is . . . importantimportantto observethe way that the child integratesall sources of informationabout words in text,and this can only be estimatedby carefullyobserving childrenas they read connected passages.
~ Joseph L. Torgesen, 1998Catch Them Before They Fall
American Educator, Spring/Summer 1998, 22, p. 39
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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• Assessment helps the reader to make adjustments while reading the text.
• Assessment is the teacher’s window into the student’s reading processes.
• Assessment is one of the complex processes of literacy and reading instruction.
A Model of Reading As A Process
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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Florida’s Formulafor Reading Success
5 + 3 + ii + iii = No Child Left Behind
5 — critical areas of reading identified by the NRP3 — types of assessment to guide instructionii — initial instruction in all classroomsiii — immediate intensive instruction
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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Purposes of Assessment
An effective and comprehensive reading program includes the following assessments to accomplish four purposes.
ScreeningProgress MonitoringDiagnosisOutcome Measurement
Often, the same assessment is used for the purposes of screening and outcome measurement, hence the 3 assessments designated in Florida’s Formula.
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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Some Types of Tests
• Norm-referenced• Criterion-referenced• Survey Test• Diagnostic Tools• Formal• Informal