Competency 3 Foundations of Assessment

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Competency 3 Foundations of Assessment

• Session I For Administrators
• Kathy Baich, FLaRE Area Coordinator
• kpanusba_at_mail.ucf.edu
• http//flare.ucf.edu

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• Assessment of individual students progress is
  essentially diagnostic. Such assessment is
  integral to the teaching and learning program.
  Its purpose is to improve teaching and learning.
• New Zealand Ministry of Education

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Agenda

• Welcome
• Assessment a linear or a circular process?
• Developing a Common Assessment Language
• Literacy as a Process Cueing Systems
• 5 Critical Areas of Reading
• Floridas Formula for Reading Success
• Uses of Assessment in a Data Driven Classroom
• Professional Learning Community Journal Study
• Follow-up Activity Assignment
• Exit Slip

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Competency Three Indicators

• Knowledge
•  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 Indicators

• Skills
• 3.1 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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• Would you visualize assessment as a
• linear process or a circular process?
•  

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Developing a Shared Language
Unknown Acquainted Known

• 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

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• Literacy
• as a
• Process

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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
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• Phonics the association of sounds and letters
  used as a source of information to construct
  meaning from print
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• Fluency ability to read a text quickly,
  accurately, and with proper expression to
  construct meaning from print
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• 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?

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• 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

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Floridas Formulafor Reading Success

• 5 3 ii iii No Child Left Behind
• 5 critical areas of reading identified by
  the NRP
• 3 types of assessment to guide instruction
• ii initial instruction in all classrooms
• iii immediate intensive instruction

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Purposes of Assessment

• An effective and comprehensive reading program
  includes the following assessments to accomplish
  four purposes.
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• Screening
• Progress Monitoring
• Diagnosis
• Outcome Measurement
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• Often, the same assessment is used for the
  purposes of screening and outcome measurement,
  hence the 3 assessments designated in Floridas
  Formula.

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Principles of Effective Literacy
AssessmentAcross 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
AssessmentAcross Academic Content Areas

• Assessment 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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Putting the Assessment Puzzle Together

• Uses of Assessment in a Data Driven Classroom
• Screening
• Progress Monitoring
• Diagnosis
• Outcome Measurement

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Follow-Up Activity Assignment

• Select a recent professional article on any
  aspect of assessment. Read your selected article
  prior to our next session. Complete the following
  3-2-1 strategy to focus your reading.
• Find and record 3 ASSESSMENT TERMS this group has
  already discussed.
• Find and record 2 NEW ASSESSMENT ideas, concepts
  or strategies you find in your reading.
• Write 1 question you would like to ask as a
  result
• of what you read.

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Exit Slip 3-2-1

• 3 New Assessment Terms You Learned Today.
• 2 New Aspects of Reading You Will Share With
  Others At Your School Site.
• 1 Thing You Would Like Clarified

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• Questions
• Concerns
• Comments