This assessment allows for a more individualized approach to planning for specific children, while providing support to all. Using observation and anecdotal assessments provides multiple opportunities to view children learning and provides a more realistic view of their learning than an assessment, which only allows for right or wrong answers.
Teachers use formative assessments which can be formal and informal within learning to review the child’s induvial needs and to be able to adapt their teaching techniques when planning lessons or activities to meet the needs of induvial children to improve within their learning and develop. Teachers in each year group would then assess this information with subject leaders to make sure they record and maintain induvial progress. The assessments can be used to give feedback to the children or young people, so they can understand and develop on their work and to give parents or carers feedback on their child’s learning and the level they are working at. formal/informal assessments are carried out by the teachers using assessment strategies such
I incorporate this learned experience daily and learn through each success and discovered area of improvement. Addressing my students needs using a variety of assessment tools has been a beneficial practice to help guide instruction. Students have different learning styles and their strengths and weaknesses are not always apparent using the same methods of assessment. Utilizing formative, standards(goal)-based, anecdotal, observational and benchmarks has driven my instructional programs. The combination of different assessments provides me with a multi-dynamic perspective of my students allowing me to better understand their strengths, weakness and academic needs.
Workplace Observations, question and answer/professional discussions, projects/assignments, portfolios, witness statements.A good assessor will always take into account their learners needs and what particular subject they are studying for prior to confirming with learner type of assessment method to be used.
The first two weeks at the school, we spent time getting to know Reid and testing him using the Informal Reading Inventory. We used this test to see what we needed to work on with him to help him master each area.
It would be nice to imagine that everyone begins at the start line together. Unfortunately, a majority of people start at a disadvantage. In most public elementary schools, there are students in every grade level that are reading behind grade level. Consequently, these same students will encounter tests throughout their whole academic career. Starting in elementary school, a literacy gap will begin to emerge among students. As this gap grows, standardized testing will remain or increase to a point where some students are so far behind that it becomes intimidating to be in an academic setting. While many factors can contribute to the literacy gap, there are companies and corporations that continue to profit off of distributing
When administrating the Reading Interest Inventory (Mariotti, n.d.), the Motivations to Read Profile Survey and asking the Conversational Survey Questions (Pitcher, et al., 2007), it gave insight to how Hailey felt about herself as a learner. The questions that stood out in my mind, is how I can help Hailey to be more success in the classroom as well as become a stronger reader overtime? I would like to look more in depth in Hailey’s comprehension skills and provide her educational strategies that will help Hailey to grow in her reading comprehension and give her some tools to help herself when she is having trouble. I am interested to see how Hailey reads orally, and to check her reading accuracy and fluency. Are these areas that are impacting Hailey as a learner as well? Is her oral reading and fluency areas that are impacting her ability to comprehend a text? Is she stopping to attack an unknown word and having a tough time remember what she just read? Does she understand new vocabulary words and the context around the words?
The QRI-4 guideline suggested Tessa begin reading the word lists at the upper middle grade level, two levels below her current grade level. However, it was necessary to test back to the fifth grade level due to Tessa’s performance on the suggested starting point. Tessa completed the fifth grade word list automatically with 90% accuracy, in the allotted time, signifying she read the words at the independent level. When analyzing the sixth grade word list, Tessa automatically identified 70% of the words, indicating she was identifying words at the instructional level. According to her performance on the upper middle school level word list, Tessa read a total score of 60% on the upper middle school grade word list, representing a frustration level. Although Tessa’s frustration level was determined, she was presented the high school word list and obtained a score of 35%.
2. We use running records in our classrooms to perform benchmarking and progress monitoring of our students. What would a guided reading block look like in your classroom?
The accelerated reading program offers two types of quizzes; the Literacy Skills Test and the Reading Practice Quizzes. The latter is designed to supply proof that the participants have indeed read the book. Usually, the questions are centered around significant characters, events and literacy features of the book. Additionally, the questions chronologically follow the order in which the book is presented; this practice reinforces the grammar of the story as the participant takes the quiz. The quizzes focus on literal comprehension and comprise multiple-choice
To analyze a piece of text, one must read that text, break it down into smaller parts, then elaborate on those little pieces. It is no different when trying to analyze my own piece of text. My text’s topic is on recalling a memory that impacted you greatly in the literacy area. So analyzing it myself should not be too hard considering I can elaborate better on parts that I feel need touched upon, as well as explain why this is so important a little more.
Likewise, the teacher may underestimate the number of self-corrections the child uses while reading the text, a good strategy which should be encouraged. I also believe that a teacher must write down their findings as the analysis is being carried out because it is amazing how much information can be forgotten by the end of the reading
During the time that we observed, he either had the students working on a handout, which he allowed the students to communicate, or had the students working on a story that they were writing about themselves. The handout would not be able to be considered a formative assessment because it was not just one students’ work. The student observed, majority of the time, copied off the work of the student next to him. However, it also wouldn’t be an informative, because, again, it is not the student’s work and it would be hard to judge if he understands the concept. Allowing students to work on a long term paper would count as part of an informative assessment. However, the student did not spend much of his time working on the assignment. Instead,
As children read they use several strategies that allow them to consider information from different sources to construct meaning. These sources of information are broken into three groups known as the cueing systems. These cue systems are semantic, language, and graphophonic. Semantic Information signifies the meanings in the text and in the mind of the reader. It includes word meanings, subject-specific vocabulary, figurative language and meanings presented in images (G. Winch, p32 2010)". Children will often use these cues when they are considering ideas, information, and feeling in the text. Semantic information aids them to call on their previous knowledge to read fluently and comprehend the text. When a reader can link a new text to everything