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![• Telling students to choose by “level” is not an authentic way to select books
to read independently.
• They [families] may see the level as a very exact measurement, but students
don’t always read at a precise level.](https://image.slidesharecdn.com/burnabyassessment-170929165651/75/Burnaby-assessment-32-2048.jpg)
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Burnaby assessment
- 1. Examining Performance Based Assessmentand the Redesigned Language Arts Curriculum K-7 Sept 28, 2017 4-6 Burnaby • www.slideshare.net/fayebrownlie/burnabyassessment.sept2017
- 2. • Assessment isvalue driven. • The assessment you choose must reflect what you value. • So what do you value in reading and writing? What does your curriculum value?
- 3. Purpose • Why areyou choosing this particular assessment? • What will you do with the information?
- 4. Assessment of Learning • Purpose: reporting out, measuring • Timing: at the end • Form: marks, percentages, letter grades • Audience: parents and public
- 5. Assessment for learning • Purpose: guide instruction, improve learning • Timing: minute by minute, day by day • Form: descriptive feedback • Audience: learner and teacher
- 6. • Assessment shouldallow students to exhibit their strengths. • Students should know the purpose of the assessment. • Assessments should mirror the best of what we know about teaching reading. • More time should be spent on formative assessment than on summative assessment.
- 7. Formative Assessment • Informationgained from an assessment should be used to influence instruction – or the assessment is not worth doing. • Assessments should not be too time-consuming as we need to get on with the teaching. • Feedback is the heart of assessment – • Feedback from the student to the teacher • Feedback from the teacher to the student.
- 8. • Questions thatguide assessment: • What’s working? • What’s not? • What’s next?
- 10. No plan, nopoint
- 11. The teeter totter kids kidscurriculum
- 12. Who are mylearners?
- 13. Reading Assessment • Thegoal of teaching reading is to create readers who read with understanding and who choose to read. • The goal of a formative reading assessment is to determine the strengths and areas to strengthen of a student’s reading with understanding.
- 14. • The skillsrequired for fluency and effective decoding are important as building blocks to understanding, not as independent aspects of reading. • Background knowledge affects understanding tremendously. • When assessing fluency, students should have had an opportunity to practice first.
- 15. IRI: Johns • InformalReading Assessment • 1:1 • Words Lists and Graded 100 word passages • Independent, Instructional, Frustration reading levels • Retelling and subsequent questions
- 16. Performance-Based Assessments • Instructionallybased • Qualitative • Interactive component • Attempt to mirror ‘best practice’ in reading – i.e., including reasoning and open-ended response • Not timed • Require teacher judgment • Performance measured against a rubric • Provide evidence for what students can and cannot do
- 17. Assessment FOR Learning PBA:performance-based assessment • Descriptive scoring • Coding in teams • Class/grade profile of strengths and areas of need • Action plans developed - what’s next? • Individual students identified for further assessment
- 18.
- 20. A Way in…..GETCOMFY with the Performance Standards
- 27. Benchmarks: Fountas &Pinnell • Measure accuracy, fluency, comprehension, independent reading level, instructional reading level • 1:1 conference • Goal: instructional and independent reading level
- 28. Some points toconsider: • It is not the accuracy that is so important it is what you notice in terms of reading behaviour so you can use this information to teach with. • M – meaning • Did that make sense? • S – sound, syntax • Did that sound right? • V – visual • Did that look right?
- 29. • Comprehension conversation • 3 levels of questions • Within the text • Beyond the text • About the text Are these levels of questions reflected in your on-going reading with the students?
- 30. Support for VulnerableStudents • Good classroom teaching • Daily 1:1 or small group teaching • Word work • Reading of just right or instructional text • Writing about reading Fountas & Pinnell
- 31. The Leveling Question • It is detrimental to a student’s self-esteem and to their love of reading when they are encouraged to measure their own progress by ‘moving up levels’. • Fountas and Pinnell 2017 • Fountas and Pinnell created the F&P Text Level Gradient to be used as a teacher’s tool for assessment and instruction. The levels aren’t meant to be shared with children or parents. • Fountas and Pinnell Literacy Post, Sept 29, 2016
- 32. • Telling studentsto choose by “level” is not an authentic way to select books to read independently. • They [families] may see the level as a very exact measurement, but students don’t always read at a precise level.
- 33. • Listening toa child read should give you information to guide your instruction. • What patterns do you notice? • What strengths/strategies does the reader demonstrate? • Is the reader self-monitoring? • Is the reader creating meaning?
- 34. • How oftendo you measure everyone with their levels? How is this information used?
- 35. • How oftendo you measure everyone with their levels? How is this information used? • Summative, reporting out, tracking overall changes – once a year is sufficient • What strengths does the group of readers demonstrate? • What needs to be the next focus?
- 36.
- 37. Reading Conferences • Studentsshare their learning through conversations. • Students choose their own book. • Students are able to set goals for future learning. • We can see what strategies students are using during reading.
- 40. This enables usto show not only their reading strategies and comprehension, but also their thinking about their reading and how they see themselves as readers. It gives us a sneak peek into their thinking about themselves, their interests and their lives through the connections they make. Kirsten Brolin Grade One teacher
- 41. Some Best Practicesin Reading • Choice • Volume • Read aloud • Student eyes on text • Thinking strategies • Modeling thinking • Encouraging student talk about texts • Skills – phonics, fluency, sight words – are not ends in themselves • Responsive, responsible, compassionate reading
- 42. Some NOT bestpractices in literacy -no research support for decades! -over-used, under-supported! • Teaching grammar in isolation • Friday spelling lists • Assigning topics in writing, with no 1:1 no conferencing, just collecting the work • Too much teacher-talk • Fill in the blanks, MC, closed thinking exercises
- 43. Core Competencies • Communication • Thinking • Creative • Critical • Personal • Positive personal & cultural identity • Personal awareness & responsibility • Social responsibility
- 44. Essential Conditions thatSupport Student Self- Assessments – Kelli Vogstad • Caring Relationships • Process-Oriented Engagement • The Language of Reflection • kellivogstad.com/2017/04/22/core-competencies-its-not-about-the-checklist
- 47. foxyandfriendsbooks.ca • $7/title • $40for a set of 6