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Literacy assessment and intervention for classroom teachers

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Joy Blackwell

on 25 January 2015

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Transcript of Literacy assessment and intervention for classroom teachers

Literacy assessment and intervention for classroom teachers
Beverly A. Devries
Chapter 3 (Assessment)

Guiding Questions
1. Do you think it was prudent of Mr. Leu to informally assess students before he received the results from the reading specialist?
2. What other methods could Mr. Leu have used to assess his students?
3. What reading assessments do you remember from elementary and middle school?
4.What is the difference between formative and summative assessments and between formal and informal assessments?
5. What are the possible strengths and weaknesses of each of the different formal and informal reading assessments?
What is Assessment?
Write down your definition of assessment.
Informal Assessment Instruments
Gauge what a student can do
Diagnose reading problems
Check reading level
Analyze cueing systems students use
Highlight a student's interests and attitudes toward reading and writing
Monitor growth
Student reflection on accomplishments
Provide an opportunity for the student to set goals
Help a teacher plan for instruction
emergent reading and writing instruments
informal reading inventories
miscue analyses
running records
cloze tests
maze tests
anectdotal records
checklists
rubrics
portfolios
interest and attitude surveys
student self-assessments
Other Assessments

Lets get a class definition of assessment.
"the process of gathering data in order to better understand the strengths and weaknesses of student learning, as by observation, testing, interviews, etc. (Harris & Hodges, 1995, p. 12).
Formal: standardized tests given under controlled conditions so that groups with similar backgrounds can be compared.

Informal: record observations using anectdotal records, checklists, rubrics, portfolios, informal reading inventories, running records, miscue analysis.
Standards
NCTE and IRA wrote 11 standards (Page 44 in your text)

Common Core standards
http://www.corestandards.org/standards-in-your-state/

TEKS
http://tea.texas.gov/index2.aspx?id=6148
Formal/Standardized Assessments
Intelligence
Achievement
Diagnostic
Pluses

indication of necessity for screening

validity (measures what it claims to measure) and reliability (does so consistently)

Minuses

multiple choice (guessing)
comprehension issues
Intelligence Tests
determine scholastic aptitude of students
IQ is not equal to reading performance
Wechsler Intelligence Scale

Stanford-Binet Intelligence Scale

Peabody Picture Vocabulary Test

Slosson Intelligence Test
Achievement Tests
measure the current level of performance
Norm referenced
Administered to large populations of students with the same age and level. Average scores are used to gauge the performance as compared to other students of similar level. Compares students against students.
Criterion-referenced tests
Has the student achieved mastery? Compare student to a pre-determined goal.
Literacy: phonemic awareness, systematic phonics, fluency, text comprehension, vocabulary

(STAAR)
ELL Learners (Lau vs Nichols case 1974)

TX- ELPS

Diagnostic Tests
standardized, but they determine strengths and weaknesses
Pluses

standardized so more valid and reliable than other forms of assessment
identify reading level
normed tests to compare student to other students
able to identify student weaknesses
Minuses

must be administered and scored by a trained teacher
time consuming
cultural discrimination possible
may frustrate younger students
timed, which require performance on-demand.
Schools may give diagnostic tests to show AYP (adequate yearly progress).
Emergent Reading and Writing Instruments
Concepts of Print (Page 50)
Sign concept, message concept, copying principle, flexibility principle, inventory principle, recurring principle, generating principle, directional principle, reversing the directional pattern, contrastive principle, space concept, page and book arrangement, abbreviation principle
Informal Reading Inventories
Leveled words or passages with questions (see your Johns text)
Retelling, question response, miscues, comprehension
Miscue Analysis
substitutions, mispronunciations, repetitions/insertions, omissions
both qualitative and quantitative scoring
Running Records
1. Recording the student's oral reading through check marks and other conventions.
2. Examining each error and determing which of the three cueing systems- syntactic, semantic, graphophonic- the student makes
3. Determine if the passage is at the student's independent, instructional, or frustration reading level.
Goals:
1. determine instructional level
2. analyze cues used and cues neglected
3. analyze the students strategic processing of the text through the teacher's interpreation of strategies used
4. use results to guide instruction.
Cloze Test

Maze test

Anectodal records

Checklists

Rubrics

Portfolios (Writing, Growth, Best-Work, Electronic)

ELL Informal Assessments
Personal Interest Surveys
Attitude Surveys
Self-perception scales
Book logs
Skill logs
Reflection logs
Accomplishment and Goal Setting Logs
Technology and Assessment
Devries, B.A. (2011) 3rd Edition). Literacy assessment and intervention for classroom teachers. Scottsdale, AZ: Holcomb Hathaway Publishers.
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