There is a Chinese Proverb written in this chapter that says, “I hear, and I forget. I see, and I remember. I do, and I understand” (page 46). I think this is a powerful quote because it is very true. We must get our students ‘doing’ if we want them to understand the material that is being presented to them. We can tell students everything there is to know about literature and reading, but if we do not provide them with authentic time to actually read they will never learn or love the full reading experience. Assessment is a very hot topic in schools today. It is often given a bad reputation, but it is necessary and helpful in the classroom when used in the right way. I think it is very important that we recognize that teachers cannot take information from one test to truly understand where their students are at. A student may have a horrible event occur the week of a big test, or an assessment may even be biased. It is important to implement different types of assessment to develop a true understanding of where students are at. I feel that informal assessment is the best type of assessment. We should observe students as they work, take note of their progress, see what they do on daily assignments and through group or whole-class discussions. Students will show what they truly know in different ways. Some students may be excellent test takes, whereas others have extreme anxiety over tests and perform better when they are discussing a topic with a group. One method of informal assessment for ELL’s that I thought would be really helpful was to record students as they read and keep a portfolio. Students will then be recorded at a future date and they are able to listen to both recordings to see how they have progressed. I have been in a classroom when teachers have given IRI’s to determine the reading levels of the second grade students in the school. They used this information to find the appropriate instructional levels and the trouble areas for each individual student. They would administer the assessments once every nine weeks. I felt that the IRI’s were very effective for this school because the person giving the assessment was able to assess students in many different aspects of reading (i.e. comprehension, phonics, self-correction, and understanding of punctuation). This particular school had an easy time implementing the individual tests because they have a large staff of reading specialists and it is a very small school. Finally, I feel that anecdotal records can also be very helpful in the classroom. After reading Mr. Jackson’s example on page 66 it’s easy to see that simply writing down observations can lead the teacher to understand the true problem behind different setbacks that students may face.
In response to Jaclyn: I agree that informal assessment is the best way to find out where a student is in their learning. I also know that formal assessments are required to be given by our state and nation. I do not like formal assessments because the word alone makes you nervous. I know that as a child, I didn't like testing because it scared me. Our teachers said we had to do our best, but what if it wasn't good enough? Then you watched your classmates who did well go to a pizza party. How is that good for a 7 or 8 year old. I think that monitoring a students progress on a daily basis is the best way to decide if they are improving and if they know the information.
The breakdown of the reading material for Chapter 3 is Assessments. So many Assessments tools that are mentioned in the book it was very descriptive of each assessment that is used in the teaching field. I personally didn’t know there were so many assessments and how they are broken down. They are very important for each child so you know where they are at in their learning and where they should be. I didn’t have any questions for this chapter. The reading reflected me by my niece being in Title I last year. She took a test in the beginning of the year last year and the first grade teacher then put her in Title I. Then she took the test again and she showed great improvement which is fantastic. She enjoys reading sometimes when it is material that she likes but if something she has to read, she has difficulty paying attention. Overall she enjoyed going to Title I because of her teacher and I think that is great that she improved but also she enjoyed her teacher because that showed she was making a difference. With the “Anecdotal Record” I feel very comfortable in that, with my current job working for a mental health agency, I take notes on the children I work with all the time on their progress. So with this recording I feel very comfortable with this. The reading reflected that these are very important steps: “diagnose the reading problem, check the reading level of student, analyze which cueing systems use when making print, understand the attitude of the student towards reading and writing and the materials that interest them, and monitor the growth to see the progress that is being made.”
Chapter 3 is a break down of all the different types and forms of assessments. The two forms are formal or standardized assessments and informal assessments. Formal assessments are about measuring a students intelligence and achievement. They are criterion and norm referenced. These assessments are taken by the students once out of the year in most districts. Informal assessments are assessments that are done on a daily basis. Such as, informal reading inventories, checklists, miscue analysis, etc. I prefer informal assessments. I believe that they put less pressure on the students and are more relaxed. Both types of assessments are discussed in this chapter in their different forms. Both assessments can be given in many different ways. The question that I had about the reading is about formal assessments. I understand that they are a way to compare children and find the norm and they can help indicate children who are having problems, but can we see problems in our students in our every day instruction. I think that students have become very aware of how important it is that they do well on their tests so that their schools can receive financing. I don't think that should be what the students are thinking about. It is not their responsibility for the school to gain funding. The other part that I was concerned about is how do you know that the results of a formal/standardized assessments are a true to your students. Some people are just bad test takers. I know I become extremely nervous and I can't think. After reading this chapter, I now have some great ideas on how to conduct informal assessments of my students work and progress. The part of the text that I have never seen is the anecdotal records. I really liked this part of the text because you can see what is happening every day. Growing up, I don't remember my teachers doing very many informal assessments. I think some of them did, but they didn't do many. I know my first grade teacher did because that's how she figured out that I needed glasses. She would get so mad because I would keep getting out of my seat when she was talking to sharpen my pencil or any excuse I could so that I could see the board.
Alisha G, It is great that the Title I program worked so well for her. I have a friend who has two kids that are in the Title I program at their schools and she has told me that it has helped them improve on their reading skills. Assessment is very important because it does help teachers to see what areas students need more help and reinforcement in. I think it is very important that they be tested throughout the year to see that improvement. It is also important because one test can be affected by so many different factors.
Brandy, I agree that we must use informal assessment to track our students progress. I think that is the best way to determine the actual level that our students are at. I get very nervous when I take tests, especially when many schools have put so much pressure on the teachers and the students to do well. I still understand having formal assessments because they can help to see the areas that students need to improve on, but I do not think that they should be used to create such a high-stakes situation.
In response to Brandy...I prefer informal assessments as well. They can be relaxed, yet tell so much valuable information about our students. Regarding your formal assessments question, I think they often get a bad rap. They aren't perfect, and yes, some students are poor test takers, but as public educators, they will be a fact of life for all of us. I think that as teachers, we can "promote" formal assessments to our students as a positive, exciting time. At our school, the younger grades make good luck signs for those testing. We have a pep rally, and parents write surprise good luck notes given to the students right before they test. We also have incentives, such as all students who use scratch paper to work out their math problems can turn it in to the test proctor and get a prize after the test. It's a way to encourage students to slow down, work through problems, and do their best. Yes, those formal assessments are a pain, but if it is treated like a special occasion instead of a stressful one, the students typically follow suite on that sentiment.
I really feel like I needed a lot of this information presented in chapter 3. My mind is swimming with thoughts of our upcoming tutoring sessions, and I'm just trying to fight feeling overwhelmed! Many of the tests mentioned I had heard of through the years from working as a para, like Stanford-Binet and Wechsler, but I really didn't have an understanding of their purpose. My favorite sections were figures 3.7 and 3.8 that gave great, practical examples of marking during miscue analysis. That went along well with last Thursday's class, and really reinforced the concept for me. I also appreciated the samples of anecdotal records. I am noticing that pattern of recalling a little knowledge of many of these assessments from Dr. Walizer's Reading Methods class, so it's nice to now be able to delve into the specifics with this Corrections course. It all seems to be coming together with a lot of practical, excellent advice and techniques. This textbook is a definite keeper for years to come!
In response to Alisha G – I was unaware of all the different types of assessments. It was a bit overwhelming reading all about different types and their details. I’m glad the text broke down the types of assessments, I just hope I can keep each assessments details separate of the others.
Right away when I read the title of this chapter, I thought of a course in which I'm currently enrolled: Curriculum and Assessment. Chapter 3 deals with assessment. I am a huge visual learner and figure 3.1 does a great job of explaining the hierarchy of assessment to me. From another class textbook, I'm not quite sure how accurate the intelligence tests are that are mentioned in the book. Doesn't the test just go off what you have been taught and not what all you really know? Perhaps I'm confusing this with another test of some sort. Chapter 3 breaks down a ton of different assessments and tests used. All of this information about assessments is a little overwhelming. I feel with the aid of the Curriculum and Assessment class I will feel confident in assessing my students in a wide variety of ways. I really like the use of portfolios in the classroom for each individual student. Portfolios are a great way to organize a students progress in school. I have never heard of growth portfolios before this chapter. Are they commonly used? Some of the information presented in this chapter I had heard of from Dr. Walizer's class. The text mentioned personal interests surveys which made me excited to give the interest surveys to the students I will be tutoring.
I thought this may be the best way to share a website that I frequent often for ideas to use in the classroom. teachersforteachers.com This is a free market trading site where teachers post their ideas that they use in the classroom and sell them to others for a very small fee. If you sign up you also get great free downloads monthly that are usually thematic. This is a great website for educators! Just thought I would share!
Chapter 3 covered a lot of material that has already been introduced in the education program but is a great review. I think the book does a great job of breaking up the reading with figures and examples. I am a visual learner and these really help me grasp the many details about the types of assessments. The types of standardized test scores (figure 3.2) helped me better understand the differences in the types of scoring because I seem to have trouble keeping them separate. I really like informal assessments because I think they can provide much more detail on strengths and weaknesses of individual students. In addition, they can be used on a more regular schedule to provide more timely feedback for the teacher. As I get ready to begin tutoring I find myself getting more and more nervous. The details provided about informal reading inventories and miscue analysis helped me better understand how to use these in my sessions. I have trouble following the adobe connect videos sometimes when I cannot see the images being shown in class, and this chapter has really helped me. In my Reading internship class last semester I worked with the students in literature circles, book studies, and independent reading but did not take part in much of the assessment so this chapter has been helpful. Response to Julie L: I agree that there is a lot of information in this chapter and that it went well with the video from last weeks’ class. I have trouble sometimes taking all the information in from the videos without actually being in class and this chapter has really helped solidify some of the important concepts regarding assessment.
This chapter gave us a look at standardized/formal assessments and informal assessments. Formal assessments are the conventional method of testing that we are all most familiar with. It is very likely we took these types of test when we ourselves were in school. We will take one once we have completed our degree requirements in order to become licensed. Formal tests are used to assess overall achievement, compare student performance to their peers, and find student strengths and weaknesses. The state assessment is the formal test we are most familiar with, and there is a lot of debate surrounding it. These tests, like any other, also have disadvantages; that is beside the fact that students dislike them. One specific disadvantage is the heavy reliance on multiple choice questions. If we look back to our standardized testing days, you will remember that all if not most of the questions were multiple choice questions. Although this makes it easy on the grade, the student is never challenged to come up with an answer themselves. Informal assessments aid the teacher by providing quick answers as to the level of learning and understanding attained by the students. Administering informal assessments on a regular basis throughout the school year provides useful information that can help teachers to identify the individual strengths and weaknesses of each student. Informal assessment information can help teachers decide how to plan future instruction so that student needs are met; how students should be grouped for instruction so that each student receives instruction at the right level of difficulty; if instruction is being delivered at the right pace; and which students may benefit from individual support.
In response to Tyler G…. The scoring of tests is one of my main interests. I want to know what the different ranges of the different tests mean, and it really helps me to see them as well, just as you said it does you. I too am a fan of informal assessments because you can test the students in so many more ways, and it often times doesn’t feel like a test, which normally helps student performance. They do not feel so nervous or pressured into performing because informal assessments can be given in the natural classroom setting in a way that does not feel as invasive as formal assessment do.
Good luck with your tutoring sessions. I too am nervous! ;)
Wow, so many ways to assess. I have heard of some of the methods but others I had not. There are so many ways to track the students and their reading it is absolutely mind boggling. I work in the 5th and 6th grades and I don't see any running records or miscue analysis done. I think these are typically done by the title one reading teacher, but maybe I just have not been around to view them. There are some excellent examples of how to use the forms and how to complete the miscue analysis marks. I think they will get easier the more we use them but for now it is hard to remember what goes with what. I know some assessments will be determined by what district I get hired in. I am familiar with the cloze tests only because the school I work at uses the Sitton spelling and there are cloze tests used. I was in a classroom today and viewed some anecdotal notes. I believe these can be very handy charting the progress of the students. One thing that I am particularly excited about is all the forms in the appendix. There are some neat interest inventory forms. I may pull one for my tutoring. I think this book and the Shanker book are going to be such valuable resources.
In response to Tyler G. I know how you feel, I am the type of person that has to work with something before I feel confident in using it. I see that you sat in on some literature circles last semester in your internship. I would love to see that in progress in a class. Was it successful? The only exposure I have had to it was in Children's Literature. It sounds like a good teaching method but I have not seen it in a classroom environment.
As we continue to read through this textbook, I am continually amazed at the wealth of resources within. The number of available tests, resources, checklists, etc. that are included, as well as the instructions and tips on how to use them, would be worth the cost on their own. However, it is the way the text describes the uses of such material, in the context of actual teaching situations through examples, that the true value becomes apparent.
When most of us took Reading and Language Arts Methods, we were introduced to the concepts of testing, both formal and informal, assessments, cloze tests, miscue analysis, etc. However, because the focus had to be on teaching reading and language arts, the assessment and intervention could only be briefly discussed. Chapter 3 is the extension of the topics we’d only touched on previously. I truly feel that I can assess a student’s reading and comprehension abilities, and have a jumping-off point, after reading this chapter. The exciting part is what happens next: learning how to use our assessment findings to help students to become better readers!
Unfortunately, I feel a little confused as to the differences between miscue analysis and running records. Both have their own set of markings, and both or completed orally to observe reading skills. This is an area I need more clarification with.
As for connecting what I’ve learned in this chapter with what I’ve experienced, I know that my early learning experiences did not reflect a lot of what is being used now, possibly because there were no ELL students in my grade school, possibly because students with learning disabilities were taught in another room, or because many of the assessments and tests used now just weren’t developed yet. I am saddened to think that many who were students at the same time as I might never have discovered a love of reading because the tools weren’t available to help them.
Intelligence tests are still hotly debated, as some feel that they cannot accurately measure all children when home life, demographics, ELL, etc. are not taken into account. I have read that some of the standard IQ tests are designed for white, middle class understanding, and can show false results if the student is not from this demographic.
My favorite topic...assessment! I am certain no one was able to hear the sarcastic tone that had in my head, but know it was there. I am looking forward to the day when I am no longer on the direct end of receiving assessments, but am instead responsible for developing and instituting them. No one typically likes any type of assessment, but they most certainly have their place and value. General progress assessments I have no problem with and fully understand their necessity, but I wish there was a way to avoid the pressures placed on teachers and students from standardized tests even though they also have their place. There is just so much testing to do and so little time! After reading a little from the chapter, the section on informal testing reminds me that this is probably the most important type of assessment we can do. Continual individual assessment will help keep us aware of our students needs, strengths, weaknesses, and progress. This can be done daily and does not have to be written. Informal observations can provide us with immediate feedback regarding a student's needs. So I think this is a vital task to perform continually. I also found the miscue analysis grid on page 59 extremely helpful. Although it has been discussed in class, seeing several examples really helped me internalize the process. There was a great deal of helpful information in this chapter. The section on personal interest surveys backed up the purposes for administering them that has been discussed in class also!
In response to Janet H., I used to work in a middle school, specifically 5th and 6th grades also. The only time I ever saw any of the miscue analysis done was by the special education teacher. The regular ed. teacher didn't do that type of testing. All the students took a "Star" test on the computer at the beginning of the year and then again at semester to place their reading level. Assessment made easy! And I agree with you that there are some great interest inventory lists in the appendix!
Chapter 3 provided very useful information about formal and informal assessments, yet I still feel overwhelmed by the large number and many different types of assessments. I feel that I will not know which type of assessment to choose. Another worry of mine is finding the time to assess the students. I feel that some tests are very time-consuming and they require that the other students work quietly on assignments by themselves. I realize that assessments are important and helpful for both teachers and students and I look forward to learning more about them and hopefully getting more experience with them.
I completed my reading and language arts internship in a Title I reading classroom. The district I was at used DIBELS diagnostic tests for all students in K-3rd grade in order to measure AYP. During the first week of my internship I got to observe my mentor teacher giving the DIBELS pretest to the K-3rd grade classrooms. Since my mentor teacher was also trained in scoring and interpreting the tests, I got to learn how students’ tests are scored. Then during the last week of my internship, I got to witness my mentor teacher presenting the midyear DIBELS test to individual students. I got to help score these tests and learned a great deal from them. The DIBELS diagnostic test focuses on the big five and some of the components are quite similar to the assessments we will be doing with our tutoring groups. For example, DIBELS consists of nonsense words to test phonics, retelling of a passage to test comprehension, and oral reading for fluency by conducting a miscue analysis. The DIBELS testing was very time consuming for my mentor teacher, but the district felt that was the best way to inform teachers of their students’ progress and that it was the best way to measure AYP.
In response to Shylah Clark-Jarvis… Oh I heard that sarcastic tone, and I must say that I agree with you! It will be best when I am no longer required to take assessments. But you are right, assessments are important and cannot be abandoned simply because they may be stressful. They play an important part in charting student progress, identifying students’ strengths and weaknesses, and helping teachers plan for instruction. Assessments are a major part of education and teachers wouldn’t know what to teach or how to teach it if it weren’t for assessments.
Chapter 3 was about the much dreaded word, assessment. This word reminds me of standardized testing but I know that there is so much more to assessment than that. Standardized testing is crazy down here in Texas. My sister is a fourth grade teacher near Fort Worth and she was told, directly from her principal, to NOT teach any math, science or social studies and focus ONLY on reading and writing since those standardized tests (TAKS test) were coming up March 1st. After those tests, then the teachers could focus on Math, Science and Social Studies because those tests were in April. Crazy, huh? Sad, for sure. I am not looking forward to the craziness of these tests. Of course, every teacher wants to prepare their students by not teaching to the test but I think due to the pressure on teachers and administrators, a lot of teachers do not have that choice.
I was more interested in learning about informal assessment in Chapter 3. This chapter was overloaded with information. I am looking forward to learning more about how to use informal reading inventories and other means of reading assessments. I really love the idea of using running records (page 60) and portfolios. I love looking over my children’s portfolios and to see their progress over the year. I also loved the idea of accomplishment and goal-setting logs, especially for older children.
I am also feeling very overwhelmed from all of the information given in Chapter 3! I had heard about a lot of the types of assessment mentioned but some were brand new (or I just never saw them as means for assessment).
I think that it is wonderful that you have had such great experience in the classroom with reading assessments! I am looking forward to learning more about reading assessments in this class! I think that the best ways to learn are by doing!
Assessment is often criticized in school today; however, it is a necessary tool to help guide teachers and students alike when used in the right way. I believe one test score is not a fair representation of what a student knows but because there are different types of assessments as we learned in this chapter, we can develop a better understanding of where our students stand. I like informal assessment the best. One of my favorites is portfolios. This is a great way to organize student material and get a clear picture of their growth. I think making student portfolios while tutoring will serve as a great tool! I had no questions after reading chapter 3. I thought the information on all the various types and forms of assessments were very helpful. I now have some great ideas to use in the classroom.
In response to Jacyln: I agree with you that informal assessments are one of the best ways to determine students’ strengths and weaknesses. From what I recall, most assessments I took throughout elementary school were formal assessments. These tests were not necessarily a fair indicator of what students knew so I’m glad to see other types of assessment used in the classroom today. Again, I think checklists and student portfolios are one of the best ways to assess our students reading progress.
The first couple pages of the chapter, focuses on different testing strategies; these include diagnostic testing, criterion-referenced testing, norm-referenced testing, and so on. These are different testing methods we have learned about in other classes as well and I understand the differences but I would have liked to have actually seen some of the different tests as well. In my special education class last semester, our professor demonstrated the Peabody Picture Vocabulary Test for us and used another professor as an example. It was interesting to see how it was administered and how discrete she was when she went through each one; when she made marks, the person taking the test didn’t see her do it and she was very positive throughout the whole entire test. My only concern is that when and if I need to test students, I am nervous about not knowing which test to use and etc. When I was first exposed to the miscue analysis in Dr. Walizer’s class, I was a bit nervous about the scoring part; I was mostly concerned with not being able to keep up with the markings and etc. I felt a lot better about the whole concept after we did a practice run in class this past week, it definitely helped my nerves. After practicing, I think that this will be a little easier the more practice we actually get. In my internship class last semester, my mentor teacher had me take each student aside and have each of them read sight words. If they stumbled or tried to sound them out I was suppose to count them wrong. The only bad part about that whole testing strategy was the fact that the words I had to use were only on one page; this ultimately meant that they were going to be looking at the same paper when I was marking on it. If they did stumble or sound out a word, I simply underlined it and had them come back and try to do it again; I still counted it wrong, but it was more discrete to have them try and redo it and think they got it right rather than checking it off and them thinking it was wrong.
In response to Kacey: "I believe one test score is not a fair representation of what a student knows." I agree totally with your statement. I have always been a student who does not test well, and I have always thought that it was unfair for them to base my knowledge off of a test score. There is something wrong when a senior in high school gets straight "A's" and receives a 19 on the ACT. Now that we do know more about assessment, it will allow us to have a better understanding of where our students stand; just as you mentioned above!
Chapter three was all about the different types of formal and informal assessments teachers can use to gain more insight on what students know or need to work on in the classroom. Having gone over information like this in other classes, I was not surprised by the amount of tests. I am glad that they each had a specific summary about the good and bad on the tests. The chapter also talked about a variety of other aspects of assessments such as rubrics, portfolios, checklists, etc. I liked reading all of the examples listed in the chapter. It is always nice to be able to apply knowledge or read about it in the chapter instead of just learning and then hoping to apply it in the classroom soon. After reading through the information in the chapter and participating in the internship courses, I have noticed more about miscue analysis in the classroom than before. I did not realize there were so many different miscues that a student could have but am glad to have the knowledge to apply in my own classroom someday! This chapter is very helpful and I like the way it covers all of the formal and informal assessments! When listening to students read out loud (individually or in a group), I am starting to notice a lot more when it comes to their reading abilities! I am excited to be able to use my knowledge in my future classroom to help students become better readers!
In response to laceykaye….I was also nervous about scoring with miscues! The practice in class was very helpful and I know as well that the more practice I get the better it will be! I also had to do site words with students individually last semester in my internship classroom. It was difficult for me because some students picked up on the “missing” a word and would start asking about it. All I could say was to keep going and just skip words they didn’t know and to try their best! It is nice with the level passages that have the scoring guide on another sheet! That will be extremely helpful and I won’t be as nervous marking on a paper the student cannot see!
I really liked reading about the differences between formal and informal assessments. It was also interesting to find out that students perform better on individual tests than they do on group tests. I had never heard of the Wechsler Intelligence Scale or the Stanford-Binet Intelligence Scale which provides an estimate of the individual’s mental age, but this one is not very helpful for diagnostic purposes. The other two tests mentioned were Peabody Picture Vocabulary Test-Revised and the Slosson Intelligence Test for Children and Adults. The section on achievement tests was very informative. There are two types of achievement tests, norm-referenced tests and criterion-referenced tests. Diagnostic tests aim to determine a student’s strengths and weaknesses. The text defines miscue analysis as “by analyzing the degree to which unexpected response or miscues change, disrupt, or enhance the meaning of a written test.” Miscues are substitutions, mispronunciations, repetitions or insertions, and omissions –the reader makes. I really liked figure 3.7 on page 57, the conventions used for miscue analysis. This chapter gave a lot of insight on rubrics, checklists, and anecdotal records to help assess the student’s growth through the entire reading process. The textbook recommends that we use the ones in the book as suggestions, that we create our own that fit our curriculum and the students’ needs. I really found this chapter very informative when it comes to assessments. It taught me a lot about how to administer the different tests, how to score them, and to know what each test is administered for. I think we need to know what the different tests are and why we need to use the certain test for the certain purpose.
In response to Sara Childs – I agree that this chapter introduced several available tests, resources, checklists, etc. I really liked that the chapter gave detailed instructions and tips on how to use them. I am also just as confused as you are on how to figure out the differences between miscue analysis and running records. When I was growing up students with learning disabilities were taught separately in another room. My son has developmental delays and they try to have him be taught in the same classroom as his peers.
Chapter 3, Wow! It had a lot of information in it. I didn't realize that there were 102 different types of assessments. I had heard of most that were listed and our school uses the Dibels tests, but what I liked about the chapter was the types of student self assessments and reading logs. I think these would be something better for the student to do than the AR log that they use now. At least the students could write comments about the book and use some writing skills instead of just writing down the title, author, and the score they received on the test. I believe if they had to write about the book they would think more about what they read especially if it was incorporated in a book talk or book share. I have had to work with students when reading for fluency and I have never had to mark the miscues the way it is taught in the book, and I don't know that I was told the correct way to do it so I will have to break the habit. I always thought it should be a little more through than it was and it is.
Lacey Kaye: I think it would be a good idea to use the tape recorder or I am going to take my laptop to tutoring. I am going to use Audacity and see if it will work, that way I have a running record of oral reading and I can always go back and check to see if I missed anything. I can then set up a student folder and have oral readings along with other information and make notes as well.
Assessments stress me out. They always have and now reading about all the different types that teachers need to be aware of it stresses me out all over again. That is a lot of information and I think it is important information. Teachers need to be sure they are administering assessments that are appropriate for their students. Since we already went over miscue analysis in class that part was just a good review and it was intimidating. I think this book did a good job describing portfolios and the different types of them. I also was unaware of the different student self-assessments that can be used.
I also was most interested in the student self assessments. I agree that something like a book log where the students could write something they learned from or liked about the book would be better for them than the AR program. But since many schools still use the AR program a book log could be something to add to it.
Wow! Assessment overload. It seems that there are so many how do you know which is right for you students? Which ones are most effective? Are many of these assessments really needed? As we all know students come into our classroom at many different learning levels. As teachers we also know that it is our job to get our students to the learning levels that are specified by the local and national government. Is this goal attainable? Is the pressure of standardized testing that is put of the backs of teachers and students necessary or can progress be monitored in another way? I believe that assessment has to be a part of the classroom. Assessments have to drive instruction. By giving students assessments you are understanding their specific needs. Diagnostic tests will provide teachers with information to instruct students based on their strengths and weaknesses. When students go to take state standardized tests teachers are aware of the of their students strengths and weaknesses and these test do not measure progress throughout the year like many assessments that are administered in the classroom by the teacher. Teachers can provide the documentation of progress by having a running record of anecdotal notes, portfolios, informal assessment information, book logs and reflection logs. These are all ways that the teacher can assess progress without having to give a formal test to assess skill level.
In response to Royce K. I am in a title 1 school this year where 87% of the student population are ELL's. The school thrives on self assessment. Students have a very clear understanding of what their learning goals are. Daily goals are posted around the room as well as unit goals, etc. Student graph and record their scores to see if they are meeting their goals in their learning portfolios. Teachers and students have frequent conferences to talk about progress. It is an amazing thing to watch children take control of their learning. They are invested in what they are doing and learning. I am very excited to learn more about their assessment process. I am really excited to see how they prepare for state assessment and how the whole school will be involved!
“Defining Assessment” on page 47 was probably the part of the chapter that stuck out the most to me. I believe it is important for teachers to use formative assessment which may include some of the ideas for informal assessment: record observations using anecdotal notes, checklists, rubrics, portfolios, etc. In Curriculum and Assessment we learn how important it is to keep yourself in check with your students and to use these activities as the year progresses. I’m not sure how teachers are able to know how their students are doing if they only use a diagnostic and summative test. During my tutoring session I will make sure to follow up with the students after every session and include these activities…I will make sure the students are understanding the content and will take more time if needed.
I couldn't agree more! Your ideas about using anecdotal notes and portfolios are key...did you happen to take Curriculum and Assessment already? One thing we learned in Ed Psych about students at different levels was tutoring within the class. If one student is not understanding the subject and another student is advanced and knows the material well, our instructor advised us to let the advanced student tutor the student who needed more time to understand the concept. I just thought that was interesting...
Chapter 3 is all about assessments. There are so many different types of assessments within the 2 categories, formal and informal. Personally I understand why we give formal assessments but I think it is key for us to give informal assessments as often as we can. By doing this it will allow us to change our direction of teaching, and reteach a concept if needed. Over the past two months the schools here have been administering the dibles test. It has been interesting to hear the different respnoses from the teachers. The older grades seem to like it yet the Kindergarten teachers seem to think it is not accurate at all. Due to this I have spoken with several of the younger grade teachers and they also administer several of their own assessments to either confirm or rebuke the findings from the Dibles. What I have learned from them and throughout the reading in the book is not to rely on one assessment but to continue to use different assessments and styles to get an accurate assessment. My question is to those who have also been in the school system to observe the teachers, do you witness the teachers giving several informal assessment via check lists or other ways? If so how have you seen them adjust their teaching to meet the students needs? Also, what style of informal assessment have you seen that is just an 'ahha'? For me one of my teachers I work with, she uses remotes and the students will answer questions and then it shows a percentage of who got the answer right and wrong, however the teacher is the only one who can see which student exactly got it right and wrong. I like this because then the child is not embarrassed in front of his or her peers.
The school I am in does the dibles test as well, have you spoken with the teachers to get their opinions on it? At the school I am at there are mixed opinions. Also, I loved the idea of having students do reading logs, instead of AR. For myself, who absolutely hates standardized tests, they literally scare me to death, I would do much better if I was able to write about what I read, versus taking a standard test. Also, some of the questions they ask are really pointless in my opinion.
To begin with, the Chinese proverb that begins the chapter can be quite motivational. I can relate to it because I would rather learn by seeing or doing. Children need this in order to fully understand a concept. You can't expect them to be able to perform an action when you just explain it in words. For instance, when I learned how to use the large copy machine at work, I was lost when I was given directions verbally, but when I was shown how to, I better understood. Now that I can do it, I understand and can show someone else how. The chapter focused on assessment. When I first was exposed to assessment I thought of one thing, state assessments. Now that I have been through my education further and have worked in a school I understand that assessment can be many different things. Sometimes a teacher can informally assess their students by watching them perform a task, if they are participating in a discussion, or by answering questions. The grid of miscue analysis is a great resource for preparing to test students on their reading and miscue. I now can see how I need to be marking the words as the students read them. I have seen many instances of cloze tests, but I liked the sample on page 64. You can fill in what the student thinks is the correct answer, then later compare it to the real answers. Having a growth portfolio can help in showing how the student has changed over time. When beginning reading, taking a interest survey can determine types of books the student may be interested in reading by things they are interested in. Lastly, students can reflect on what they thought in logs, journals, and reflection logs. With reflection logs, they can have some help in giving their opinion on the reading.
In response to Jen H.: I work in a school and will say that I see the teacher informally assessing students about somethings but not others. I don't know if it is because they are so young, but I could thing of different tasks to assess them on. For instance, they do their wrap ups for math, this would be a good time to make a checklist of the wrap ups that they were able to do with no assistance.
This entire chapter is talking about assessing students. Most of the assessments that I've read about I already know about.
Assessing your students is a very important thing to do. Assessing your students allows you and your students to see where their reading abilities are and how they can improve.
I liked reading about the Running Records. When I did my Observation & Participation at Colby Community College the special education teacher that I observed did running records. I was confused at what she was doing, but reading about running records has helped me make sense of what I saw her doing.
I also liked reading about Portfolios. I think that portfolios are important for students because they can see how their work has changed and their parents can looked at their child's school work throughout the whole year. Portfolios are also good for showing improvement in different areas. I plan on using portfolios in my classroom because it is a good moral booster for children.
I agree with you about what the Chinese Proverb says. I learn better when I am shown what to do and I know that a lot of people are that way. Children need to be able to shown what is wanted of them before they are able to perform.
In response to Jaclyn C - I like that proverb as well and it is so true for many of our students ... they do hear and yes ... they forget ... they see and remember and then they apply and understand.
I know as teachers, we are going to be bombarded with assessments, so I am glad we had a chapter that went into details the different tests. I guess I just didn’t realize there were so many different ones. I really like the Cloze, and the miscue analysis, and having never heard of the Maze test, I really like it too.
I don’t have any questions regarding the reading this week. I am, however, very interested in the different types of portfolios and definitely going to look at them in a new light. As future teachers, we have to decide if we are going to use a working portfolio (projects in process), a growth portfolio (samples of work over time), best work portfolios (student places what they believe is their best work), and an electronic portfolio (scanned documents are kept in a file).
During Parent-Teacher conferences for our son, we received best work portfolio from his teacher. It contained a few of his best papers, tests etc. It also contained an assessment test and an art project. After reviewing this, and studying the different type of portfolios, I believe I would choose either this one or the growth portfolio.
Assessments can have such a negative connotation. But, when I think about assessments as a teacher, I feel that it can be a positive tool to utilize in our classroom. Informal assessments are great at finding out what our students don’t know and know about a particular subject. If we go blindly through the school year just teaching the material in front of us without ever assessing our students how will we know if they are understanding what is being taught. I also like the student self-assessments. I like the idea of the students making a log of the books they have read and recording what they liked and disliked about the book.
Last semester in Reading and Language Arts the book briefly talked about Miscue Analysis and Informal Reading Inventories. I felt that this book explained the two in detail. Page 56-57 talks about Miscue Analysis and has examples. I especially liked Figure 3.7 on page 57, I feel that this chart explained the definitions in simple terms. As I listen to my son read, I try and figure out what type of miscues he made, but I was never sure if it was a substitution or a mispronunciation.
I love portfolios! From a parent’s perspective, I love going to my children’s conferences and the teacher hands me a folder of the work they’ve completed for the term. I like seeing the progress they have made and how their writing has progressed. When my son was in second grade, the teacher gave us a decorated tube. Zachary had decorated the outside and she told us that inside the tube (paper towel roll) were samples of Zachary’s best work and that we weren’t to open the portfolio until he turned 18. It is still sitting on the shelf we have another eight years until we can open it up.
I like the working and growth portfolios. I like showing where they have progressed by having everything in their file. I will probably need a large filing cabinet! I'm thinking perhaps their first draft and their last draft to keep. I believe it is the 2nd term conference that my son gets to choose his "best" work to include in his portfolio.
Chapter 3 is all about assessments! Assessments is a hot topic in our district as well as in the school where I am currently student teaching. We had a staff meeting last week and the Principal asked us to come up with ways that we assess our kids in our classroom. Well me and the other 4th grade teachers were trying to figure out ways we came assess our 4th graders within the time limit given by the Principal and we discovered that that the way we assess are children is in a box. This meaning we use quizzes, tests etc. We aren't "diverse" in our assessment. Chapter 3 explains so many different ways to assess but there was one that caught my eye and that was anecdotal notes. I like the idea of taking notes on students but when can teachers actually find the time to do it? We (me included as a student teacher) are so busy during the day with instruction and meetings during our "planning time" that taking these notes may prove complex. I like the idea of observing or checklist better. That way you can check and go and there is something you can pull out at the end of the quarter or semester for parents to see. If I were to give a big test at the end of a Chapter that has multiple lessons in it - would that be a formative or summative? I have been giving quizzes on my lessons and now the chapter is coming to a close and I'm thinking about giving a test - is it formative or summative?
I am so glad you mentioned Audacity! I completely forgot about Audacity from my technology class. Our iPods don't record, so I was at Best Buy looking at recorders. They are a bit pricey.
Does anyone remember the timer that we used in Reading and Language Arts for the mini-teach?
In response to Alisha G.... My daughter has had trouble in the past with Reading. So when she was in grade school she was in the Title I reading program and then we provided her with additional reading help by going to Sylvan for reading tutoring twice a week (which we started in 4th grade). We did the tutoring for 1 year and she showed great progress and improvement so we discontinued. Now she is in 8th grade and is reading three times the amount of books and material than she was 3 or 4 years ago. She has improved on her reading test scores and assessment scores since we got her the additional help she needed. My husband and I are very excited to see her with a book in her hand reading because she is enjoying it and not because it is something that she "has" to do .
I am so glad that I read through chapter 3 because I have been feeling really nervous about our upcoming tutoring program. I think this chapter will be a great reference for me once I am out in the field tutoring. I received some great ideas from this chapter and I definitely think I will use them when I start tutoring. In class we listened to a student read part of a reading and we had to catch the miscues. I really liked doing that because it was really good practice for me. This chapter dealt with formal assessments and informal assessments and how to test the students using both of them. Personally, I like informal assessments better because they are done on a daily basis and can be used in many forms. I think students feel less anxiety and pressure when they are given these types of assessments because they may not know they are being assessed. Whereas formal assessments are taken about once a year and they are used to test a student’s intelligence and achievement. I think students do not perform as well because they feel so much pressure to do well. My question that I have is about how many informal assessments you can use in one class period? I know each student needs to be assessed differently, but honestly how many can you use? As a future educator, I need to be prepared to use all sorts of assessment because I want my students to do well. My fourth grade teacher never used informal assessments. I really don’t think she believed in utilizing those forms of assessments in the classroom. She felt like the only way to assess a student is by testing us using pencil and paper.
I agree that my mind is swimming too with assessment overload. I wish we had read this chapter before last Thursday’s class…I think it would have made the class easier to understand.
Chapter 3 discussed all of our favorite subject…assessment! Even though assessment is not an aspect of education that we enjoy it is one of the most important and the one that puts the most stress on us as teachers. This chapter gives a great inside to the different variety of assessments. Throughout my school experience assessments changed greatly. When I was in elementary school we were required to take the ITBS Test. The term assessment was never used. I hated the word test growing up. Then in junior high came the passage of NCLB. In the eighth grade we were required to take the Standardized assessments. At this point in time there wasn’t too much presser on us. Once I reached high school the stress of NCLB had hit. The school planned “special” days for us if we passed as proficient or higher on the tests as well as changing courses around so we could have a prep course before we took the assessment. Yet the more and more the school pushed us the more we as students didn’t care. Now as a candidate I see the pressure continue to rise. As I approach my first year of teaching the approach of the 2014 deadline is right there in front of me. SCARY! Back to the chapter I really enjoyed the all of the resources that the book provides. There are great examples of each of the assessments.
Chapter 3 is full of information regarding assessments, what types, and how they can help us know where our students are and where they should be. I was not aware that there were so many different types of assessments out there. I have always just heard of the Kansas State Assessment and the ITBS tests that our school gives each year. Last semester during my RLA internship, I was given the opportunity to help my mentor teacher give the dibels test to her reading students. These tests let her know where her students were reading level wise and how to divide her students into reading groups according to levels. The chapter provided me with several ideas that I can use in my classroom to see where my students are and what I need to spend more time on. I liked the idea of "anecdotal records", being an intern I find myself jotting down notes about the students when they are having trouble or when they have achieved a goal that my mentor teacher has given them. This helps me to understand more about the student and how he/she learns.
In response to Irv G, I agree with on taking notes on students but still juggling the other tasks. I have been subbing lately and the days go by so quick and when it is planning time your grading or completing other tasks.
I also am glad to continue our knowledge of the miscue analysis from our Reading and Language Arts Methods. I also really like the example you gave of the portfolio of your son. That is such a creative idea and will be a great memory in the future.
I agree, this is a great chapter to help better understand assessments and since each student assesses differently, it is a good thing to know about them all. I really like the miscue analysis, and I had heard of it before but I never knew the name for it. I think growth portfolios are great to utilize as a teacher, and I think it can really boost a child’s confidence. As a parent, I bet it is nice to not just see their test scores.
Last year, my mentor teacher gave a test to several students. It was called a Quick Phonics Screener. It measured the students ability to pronounce real and nonsense words. She had noticed five students that were not doing well on their comprehension tests nor reading very well. She gave this test to the students and determined that this group of students needed help decoding words. For several weeks, she worked with this group during center time and they worked on decoding words and sounding letters out. This assessment occurred about a month into school. The teacher also realized that the schedule they were on was interrupting their learning of reading. So, she switched her math and reading around. Reading was now an hour and half of uninterrupted time (no lunch or recess breaks). I thought that was pretty insightful.
I was really interested in this chapter because assessment is an area that I feel has changed a lot since I was in school. I am in curriculum and assessment this semester so it was neat to see what this chapter had to say about assessment tools and techniques. According to the chapter, assessment is the process of gathering data in order to better understand the strengths and weaknesses of student learning, as by observation, testing, interviews, etc. I thought the chapter did a wonderful job describing all the types of diagnostic testing that are available. Things such as oral reading tests, Durrell analysis of Reading Difficulties, Woodcock Reading Mastery Test, etc. are all wonderful resources for determining the level of reading for students. The section that I felt was most important was on miscue analysis. I think that determining exactly where a student struggles, whether it is substitutions, mispronunciations, repetitions, or omissions, it is vital that educators understand where a student needs help in reading and language arts. My reading and language arts internship mentor teacher used checklists to observe students’ literacy habits periodically throughout the year. My mentor teacher really used it as a tool to help understand the traits of each students and where they were struggling. It was a great idea to use so that they had written documentation of the students’ progress throughout the year. Does anyone have any other assessment techniques that they have seen that work well in the elementary classroom? Overall, I loved this chapter and I felt the information was very important for me as a future educator.
In response to Margaret W—I agree with you in that I had no idea how many assessment types were out there. You always hear about standardized assessments and ITBS testing, but there are so many other great assessment tools available for educators. It is great that you already have experience giving the dibels test, I am sure that will help you in tutoring this semester. I also liked the idea of “anecdotal notes.” I think it provides a great opportunity to have proof of students’ successes throughout the year. Overall, I really enjoyed reading this chapter and thought the content that was covered will really help me in my future classroom.
Jaclyn C: I also think that quote was a very powerful one. There are so many different learning styles out there and it's our jobs to make sure we cater to each individual style. Learning by doing is very popular because that's what it takes for most students to truly understand things. The same goes for most adults today also. We need to remember to not get frustrated with students when they are having troubles remembering things, and try to take a different take on the issue and try to teach by doing. Very powerful quote.
Assessment, assessment, assessment! It is something that as a teacher, administrator, student, parents, and anyone else who stays current with our children’s education. I just attended my daughter’s spring kindergarten parent teacher conference. I was amazed by how much my daughter’s conference was on assessment. As an educator myself, I wasn’t surprised too much. However, my husband was really surprised on how much assessments are done as a kindergartener. I had to remind him how much I did as a Head Start teacher and when we enrolled our daughter into the Wichita State University Reading Explorers program. I have a lot of educators in my life, whether it is family members or friends and there are so many different opinions on assessments. However, my social studies mentor teacher is one of the most positive teachers when it comes to assessment. She willingly accepts them and believes she is the teacher she is today because of assessments. She told me the other day that she does not teach the assessments but teaches what her students need to achieve solid background knowledge in social studies. As I was reading this chapter, there are so many different assessments, some of which I have heard of and many that I have not. As I continued to read in this chapter, I found it to be extremely resourceful. I have become more aware of miscue analysis when reading with my daughter. I also like the informal assessment running records too; I found that to be something even the students parents could probably do if they were curious about the reading level their child is reading. As a previous Head start teacher, anecdotal records were a big part of our students file. We were mandated to complete a certain number of anecdotal in each learning domain. I loved taking anecdotal notes on my students; to me it really helps to have notes of various observations on each student. It comes in handy in so many different ways from parent teacher conferences, IEP meetings, even planning your lessons and activities. I am a huge checklist person; I loved reading this in the chapter! As a prior teacher, I developed checklist at the beginning of each school year of what I expected to teach and what I wanted my students to learn throughout the year. I will use the checklist for reading as well, such a great concept. I like am a personal fan of informal assessments over the formal assessments. There are so many factors that play a huge part and can influence the outcomes of the assessments. I feel that sometimes the formal assessments are not accurately correct. As a teacher we should use a lot of informal assessments throughout our school year to adequately assess our students. I really like portfolios and I have always used them in my classroom. I feel that they are a great thing to have to showcase your students but you personally.
Learning about assessments and the different types of tests out there for our students is always a tough subject to learn because I feel that it's something that is very hard to understand. We have been taught that assessments aren't made to give students grades. We truly need sit back and assess them to gauge how they are doing in our classroom. We are taught different forms of assessment so we can be diverse in the classroom and assess our students in different areas. This is my 2nd assessment class that I've taken and I feel it is still an area that I'm weak in. I also feel that you need to get to know your students before learning how to assess them. Everyone learns different and they test different. It's important to make students feel comfortable with testing and assessments.
Kiley, well said! I agree with you on sitting back and truly learning our students before we start assessing them. I think that I am a little weak in this area as well. But I think that was we continue to become more aware and actually doing it we will become a lot more stronger! I am not a test taker and assessments make my stomach turn! I am a wreck just thinking about the PLT. However, I believe that NO assessment should ever be our sole item on how a teacher is doing or the students. I know that there has to be a different way instead of ASSESSING everything. I am not sure what the best would be that could if there was that chance to replace assessments. But you would think we would be able to do something other than all the formal assessments that we do.
I knew there was a large array of assessment forms, but this chapter of the textbook was extremely helpful. It explained and gave examples of many of the different forms, and I appreciated this. I understand information out of the textbook, but when I can visually see the assessment form with teacher or student responses’ is a big help to me. I know I will refer back to all of the figures included in this textbook in the future many times.
Obviously, I found all of the information in this chapter to be great and useful, but I really liked the small section on attitude surveys. In preparing for our tutoring sessions, I have worried about the type of interest inventory to do. I want to be sure to do one that isn’t overwhelming and long, but I want to be sure that it gives me enough detail on the student to help me choose what type of texts to use throughout the tutoring sessions. I liked how this section brings to attention that just because I student doesn’t like writing poems or essays means he/she doesn’t like writing riddles, journal entries, or letters.
One question I had about this chapter involved the Cloze and Maze tests. For these tests, does a teacher choose a random text or does the teacher choose a passage that relates to what the student is currently learning about, subject wise? I realize the passage information is important because if the student doesn’t know about the Civil War’s events, then it wouldn’t be wise to use a passage about it. I just am not clear on whether it would be more accurate to use a general passage about playing in the afternoon with a grandparent or a passage over flower parts that the student had just learned in science class.
Oh assessment. I know that it is very important to understand and know how to administer and the purpose of all the different types but the word still scares me some! My classes have helped me realize how much informal assessment is constantly going on, and that children don’t always know they are being tested or assessed. I think these tend to give some of the most honest reflections of student ability. I recognized the names of the criterion-reference tests the chapter talks about but not the norm-reference tests. I know I took both kinds of tests in schools but I don’t think we took any of the norm-reference ones mentioned. CTBS and CRA were the names of two that I remember, has anyone else heard of these ones and/or know which type of assessment they would be? I wonder if any districts in Kansas use the ACCESS test or have something similar to it. This is probably something I should look more into since I would like to teach in an area that has a high level of ELL students. Yea! This reading explained the DIBELS test that has been mentioned in class! I understand why this would be a good one for us to use in our tutoring program. This chapter comes at a perfect time, which I’m sure was on purpose. I understood all these different types of assessment that we will be using in tutoring, but reading about them helped me understand them better and what the differences in them are. The retrospective miscue analysis is the one that I find the most interesting. I think it would be a great learning tool to have students listen to their own readings and be able to recognize their own mistakes, ppl always say you learn best from your own mistakes! I think that it is important to keep portfolios also. We were given our portfolios during my 8th grade year. My school had kept them for us since kindergarten. It was fun to look back at what we had accomplished and get to choose certain things that we wanted to include in our them when they were passed on to the public school system that we would be entering for high school. Even if you do not wish to keep them for assessment reasons they are a great thing for student self-confidence etc. As I finished reading this chapter I know that, as I prepare for my tutoring sessions, and throughout the semester I will be able to resort back to this chapter when I have questions about assessment.
In response to Tara M., I kind of felt the same way. There was a lot of information on assessment forms included in this chapter, but it was comforting to know that I wouldn’t have to use this information tomorrow and will always have this textbook as a reference. I enjoyed this information! I agree with you on the fact that assessments given within the classroom are much more beneficial than standardized tests when it comes to the teacher’s knowledge on a student’s strengths and weaknesses. I know there must be some benefit to them though; I just haven’t gotten the experience to work with these standardized tests yet, like many of us. I look forward to learning about the information received from them. I keep telling myself how beneficial assessments will be for me, as a teacher, to include in my classroom, but I just don’t know what it will take to find a balance to where I don’t give assessments too much just to figure out where a student is, so I found the sections on forms such as portfolios, anecdotal records, reflections logs, and so on to be very informative. I am a very organized person, so I loved the idea on creating three ring binders to keep record of student behavior, like the anecdotal record examples in figures 3.16 and 3.17.
In response to Alisha G. It’s wonderful to hear that your niece is loving reading and that Title One helped her! Did they test her again the following years to ensure that she is still making good progress? It’s also nice to see that some of the things we do as teachers (anecdotal records) work for other professions as well. I think that’s something that should be shared with students to help relate the assessments to their lives and see how they will have to use or take them even when they are out of school.
Assessments are a good tool if used with other assignments. I think that in order to know if a child is really learning is to give them assignments and use those as the main focus. There are some students who test well and some students who cant handle being under pressure and when given a test draw a complete blank. I think that testing goes a lot better when it is some what of an open test and the students are free to get up and ask the teacher questions and have a relaxed environment. I know that testing is the only way to find out what the student has truly learned, but when in life will they not be able to have help and ask questions when they need to. I think that open communications and questions help student when testing. Timed testing is another issue trying to beet the clock and answer all the questions thoughtfully, its just an added pressure that does not help most of the students. I think that standardized testing would go better if the students could have as much time as needed. When a child is rushed they might mess up on the reading and comprehension of the text. Overall I think that tests are necessary but I think that they should not be the only tool used when trying to find out how much a student has learned.
I found chapter three to be great because it focuses on the subject we've been talking about in every class...assessments. There is constant debate about testing and assessments regarding whether they are necessary or not. I like more of an informal assessment because I dont feel like a child's true knowledge of a subject matter can be shown in only one test. However assessments are very important when looking at what a child knows or doesn't know so the teacher can either rewind and re-teach or jump ahead to something more complex. I think that diagnostic testing should be stressed a lot more in schools because they are the greatest way of showing what a child truly knows. I don't remember every getting pretests growing up and it makes me think about what a huge difference it would've made. The rest of the chapter talked about a lot of things we have been talking about in class such as port folios and interest surveys. I love the idea of attitude surveys and interest surveys. Attitude is so important for teaching and really anything a child does. Attitude determines outcome. We as teachers need to figure out what our students are passionate about and enjoy doing and incorporate that into our lessons. If they can connect to what we are teaching, they will gain better attitudes and the classroom will be that much more successful.
In response to Lauren S, I agree with your comment about testing going along with assignments and daily work. I was and still am a horrible test taker so having assignments that put less stress on the students is a good way to go about assessing the students. I also think timed tests are not the best way to go. Talk about pressure. When the environment is relaxed and the students are relaxed, the results are going to come out a whole lot better than if every student was rushed to finished. Assessments are necessary and beneficial, they just don't need to be stressful and rushed for students.
I have not heard of the CTBS or the other one you mentioned. I have used DIBELS as a Title Aide last semester and it's very easy to use once you get the hang of it. It's also nice that you can look right on the front of the booklet to see the child's progress. The boys that I used DIBELS with always wanted to see their booklets and know if they increased their WPM and stayed above the line on the chart. I'm glad Mrs. Stoppel said we don't have to mark a name wrong if the child mispronounces it. Some names do not sound how they are spelled. You just know what the name is from hearing it. I had to mark names wrong if the student didn't pronounce the word right. I never liked doing that because I didn't believe it showed the true potential of the student.
There is a Chinese Proverb written in this chapter that says, “I hear, and I forget. I see, and I remember. I do, and I understand” (page 46). I think this is a powerful quote because it is very true. We must get our students ‘doing’ if we want them to understand the material that is being presented to them. We can tell students everything there is to know about literature and reading, but if we do not provide them with authentic time to actually read they will never learn or love the full reading experience.
ReplyDeleteAssessment is a very hot topic in schools today. It is often given a bad reputation, but it is necessary and helpful in the classroom when used in the right way. I think it is very important that we recognize that teachers cannot take information from one test to truly understand where their students are at. A student may have a horrible event occur the week of a big test, or an assessment may even be biased. It is important to implement different types of assessment to develop a true understanding of where students are at. I feel that informal assessment is the best type of assessment. We should observe students as they work, take note of their progress, see what they do on daily assignments and through group or whole-class discussions. Students will show what they truly know in different ways. Some students may be excellent test takes, whereas others have extreme anxiety over tests and perform better when they are discussing a topic with a group. One method of informal assessment for ELL’s that I thought would be really helpful was to record students as they read and keep a portfolio. Students will then be recorded at a future date and they are able to listen to both recordings to see how they have progressed.
I have been in a classroom when teachers have given IRI’s to determine the reading levels of the second grade students in the school. They used this information to find the appropriate instructional levels and the trouble areas for each individual student. They would administer the assessments once every nine weeks. I felt that the IRI’s were very effective for this school because the person giving the assessment was able to assess students in many different aspects of reading (i.e. comprehension, phonics, self-correction, and understanding of punctuation). This particular school had an easy time implementing the individual tests because they have a large staff of reading specialists and it is a very small school.
Finally, I feel that anecdotal records can also be very helpful in the classroom. After reading Mr. Jackson’s example on page 66 it’s easy to see that simply writing down observations can lead the teacher to understand the true problem behind different setbacks that students may face.
In response to Jaclyn:
ReplyDeleteI agree that informal assessment is the best way to find out where a student is in their learning. I also know that formal assessments are required to be given by our state and nation. I do not like formal assessments because the word alone makes you nervous. I know that as a child, I didn't like testing because it scared me. Our teachers said we had to do our best, but what if it wasn't good enough? Then you watched your classmates who did well go to a pizza party. How is that good for a 7 or 8 year old. I think that monitoring a students progress on a daily basis is the best way to decide if they are improving and if they know the information.
The breakdown of the reading material for Chapter 3 is Assessments. So many Assessments tools that are mentioned in the book it was very descriptive of each assessment that is used in the teaching field. I personally didn’t know there were so many assessments and how they are broken down. They are very important for each child so you know where they are at in their learning and where they should be. I didn’t have any questions for this chapter. The reading reflected me by my niece being in Title I last year. She took a test in the beginning of the year last year and the first grade teacher then put her in Title I. Then she took the test again and she showed great improvement which is fantastic. She enjoys reading sometimes when it is material that she likes but if something she has to read, she has difficulty paying attention. Overall she enjoyed going to Title I because of her teacher and I think that is great that she improved but also she enjoyed her teacher because that showed she was making a difference. With the “Anecdotal Record” I feel very comfortable in that, with my current job working for a mental health agency, I take notes on the children I work with all the time on their progress. So with this recording I feel very comfortable with this. The reading reflected that these are very important steps: “diagnose the reading problem, check the reading level of student, analyze which cueing systems use when making print, understand the attitude of the student towards reading and writing and the materials that interest them, and monitor the growth to see the progress that is being made.”
ReplyDeleteChapter 3 is a break down of all the different types and forms of assessments. The two forms are formal or standardized assessments and informal assessments. Formal assessments are about measuring a students intelligence and achievement. They are criterion and norm referenced. These assessments are taken by the students once out of the year in most districts. Informal assessments are assessments that are done on a daily basis. Such as, informal reading inventories, checklists, miscue analysis, etc. I prefer informal assessments. I believe that they put less pressure on the students and are more relaxed. Both types of assessments are discussed in this chapter in their different forms. Both assessments can be given in many different ways.
ReplyDeleteThe question that I had about the reading is about formal assessments. I understand that they are a way to compare children and find the norm and they can help indicate children who are having problems, but can we see problems in our students in our every day instruction. I think that students have become very aware of how important it is that they do well on their tests so that their schools can receive financing. I don't think that should be what the students are thinking about. It is not their responsibility for the school to gain funding. The other part that I was concerned about is how do you know that the results of a formal/standardized assessments are a true to your students. Some people are just bad test takers. I know I become extremely nervous and I can't think.
After reading this chapter, I now have some great ideas on how to conduct informal assessments of my students work and progress. The part of the text that I have never seen is the anecdotal records. I really liked this part of the text because you can see what is happening every day.
Growing up, I don't remember my teachers doing very many informal assessments. I think some of them did, but they didn't do many. I know my first grade teacher did because that's how she figured out that I needed glasses. She would get so mad because I would keep getting out of my seat when she was talking to sharpen my pencil or any excuse I could so that I could see the board.
Alisha G,
ReplyDeleteIt is great that the Title I program worked so well for her. I have a friend who has two kids that are in the Title I program at their schools and she has told me that it has helped them improve on their reading skills. Assessment is very important because it does help teachers to see what areas students need more help and reinforcement in. I think it is very important that they be tested throughout the year to see that improvement. It is also important because one test can be affected by so many different factors.
Brandy, I agree that we must use informal assessment to track our students progress. I think that is the best way to determine the actual level that our students are at. I get very nervous when I take tests, especially when many schools have put so much pressure on the teachers and the students to do well. I still understand having formal assessments because they can help to see the areas that students need to improve on, but I do not think that they should be used to create such a high-stakes situation.
ReplyDeleteIn response to Brandy...I prefer informal assessments as well. They can be relaxed, yet tell so much valuable information about our students. Regarding your formal assessments question, I think they often get a bad rap. They aren't perfect, and yes, some students are poor test takers, but as public educators, they will be a fact of life for all of us. I think that as teachers, we can "promote" formal assessments to our students as a positive, exciting time. At our school, the younger grades make good luck signs for those testing. We have a pep rally, and parents write surprise good luck notes given to the students right before they test. We also have incentives, such as all students who use scratch paper to work out their math problems can turn it in to the test proctor and get a prize after the test. It's a way to encourage students to slow down, work through problems, and do their best. Yes, those formal assessments are a pain, but if it is treated like a special occasion instead of a stressful one, the students typically follow suite on that sentiment.
ReplyDeleteI really feel like I needed a lot of this information presented in chapter 3. My mind is swimming with thoughts of our upcoming tutoring sessions, and I'm just trying to fight feeling overwhelmed! Many of the tests mentioned I had heard of through the years from working as a para, like Stanford-Binet and Wechsler, but I really didn't have an understanding of their purpose. My favorite sections were figures 3.7 and 3.8 that gave great, practical examples of marking during miscue analysis. That went along well with last Thursday's class, and really reinforced the concept for me. I also appreciated the samples of anecdotal records. I am noticing that pattern of recalling a little knowledge of many of these assessments from Dr. Walizer's Reading Methods class, so it's nice to now be able to delve into the specifics with this Corrections course. It all seems to be coming together with a lot of practical, excellent advice and techniques. This textbook is a definite keeper for years to come!
ReplyDeleteIn response to Alisha G – I was unaware of all the different types of assessments. It was a bit overwhelming reading all about different types and their details. I’m glad the text broke down the types of assessments, I just hope I can keep each assessments details separate of the others.
ReplyDeleteRight away when I read the title of this chapter, I thought of a course in which I'm currently enrolled: Curriculum and Assessment. Chapter 3 deals with assessment. I am a huge visual learner and figure 3.1 does a great job of explaining the hierarchy of assessment to me. From another class textbook, I'm not quite sure how accurate the intelligence tests are that are mentioned in the book. Doesn't the test just go off what you have been taught and not what all you really know? Perhaps I'm confusing this with another test of some sort. Chapter 3 breaks down a ton of different assessments and tests used. All of this information about assessments is a little overwhelming. I feel with the aid of the Curriculum and Assessment class I will feel confident in assessing my students in a wide variety of ways. I really like the use of portfolios in the classroom for each individual student. Portfolios are a great way to organize a students progress in school. I have never heard of growth portfolios before this chapter. Are they commonly used? Some of the information presented in this chapter I had heard of from Dr. Walizer's class. The text mentioned personal interests surveys which made me excited to give the interest surveys to the students I will be tutoring.
ReplyDeleteI thought this may be the best way to share a website that I frequent often for ideas to use in the classroom. teachersforteachers.com This is a free market trading site where teachers post their ideas that they use in the classroom and sell them to others for a very small fee. If you sign up you also get great free downloads monthly that are usually thematic. This is a great website for educators! Just thought I would share!
ReplyDeleteChapter 3 covered a lot of material that has already been introduced in the education program but is a great review. I think the book does a great job of breaking up the reading with figures and examples. I am a visual learner and these really help me grasp the many details about the types of assessments. The types of standardized test scores (figure 3.2) helped me better understand the differences in the types of scoring because I seem to have trouble keeping them separate. I really like informal assessments because I think they can provide much more detail on strengths and weaknesses of individual students. In addition, they can be used on a more regular schedule to provide more timely feedback for the teacher.
ReplyDeleteAs I get ready to begin tutoring I find myself getting more and more nervous. The details provided about informal reading inventories and miscue analysis helped me better understand how to use these in my sessions. I have trouble following the adobe connect videos sometimes when I cannot see the images being shown in class, and this chapter has really helped me. In my Reading internship class last semester I worked with the students in literature circles, book studies, and independent reading but did not take part in much of the assessment so this chapter has been helpful.
Response to Julie L:
I agree that there is a lot of information in this chapter and that it went well with the video from last weeks’ class. I have trouble sometimes taking all the information in from the videos without actually being in class and this chapter has really helped solidify some of the important concepts regarding assessment.
This chapter gave us a look at standardized/formal assessments and informal assessments. Formal assessments are the conventional method of testing that we are all most familiar with. It is very likely we took these types of test when we ourselves were in school. We will take one once we have completed our degree requirements in order to become licensed. Formal tests are used to assess overall achievement, compare student performance to their peers, and find student strengths and weaknesses. The state assessment is the formal test we are most familiar with, and there is a lot of debate surrounding it. These tests, like any other, also have disadvantages; that is beside the fact that students dislike them. One specific disadvantage is the heavy reliance on multiple choice questions. If we look back to our standardized testing days, you will remember that all if not most of the questions were multiple choice questions. Although this makes it easy on the grade, the student is never challenged to come up with an answer themselves.
ReplyDeleteInformal assessments aid the teacher by providing quick answers as to the level of learning and understanding attained by the students. Administering informal assessments on a regular basis throughout the school year provides useful information that can help teachers to identify the individual strengths and weaknesses of each student. Informal assessment information can help teachers decide how to plan future instruction so that student needs are met; how students should be grouped for instruction so that each student receives instruction at the right level of difficulty; if instruction is being delivered at the right pace; and which students may benefit from individual support.
In response to Tyler G….
ReplyDeleteThe scoring of tests is one of my main interests. I want to know what the different ranges of the different tests mean, and it really helps me to see them as well, just as you said it does you. I too am a fan of informal assessments because you can test the students in so many more ways, and it often times doesn’t feel like a test, which normally helps student performance. They do not feel so nervous or pressured into performing because informal assessments can be given in the natural classroom setting in a way that does not feel as invasive as formal assessment do.
Good luck with your tutoring sessions. I too am nervous! ;)
Wow, so many ways to assess. I have heard of some of the methods but others I had not. There are so many ways to track the students and their reading it is absolutely mind boggling. I work in the 5th and 6th grades and I don't see any running records or miscue analysis done. I think these are typically done by the title one reading teacher, but maybe I just have not been around to view them. There are some excellent examples of how to use the forms and how to complete the miscue analysis marks. I think they will get easier the more we use them but for now it is hard to remember what goes with what. I know some assessments will be determined by what district I get hired in. I am familiar with the cloze tests only because the school I work at uses the Sitton spelling and there are cloze tests used. I was in a classroom today and viewed some anecdotal notes. I believe these can be very handy charting the progress of the students. One thing that I am particularly excited about is all the forms in the appendix. There are some neat interest inventory forms. I may pull one for my tutoring. I think this book and the Shanker book are going to be such valuable resources.
ReplyDeleteIn response to Tyler G. I know how you feel, I am the type of person that has to work with something before I feel confident in using it. I see that you sat in on some literature circles last semester in your internship. I would love to see that in progress in a class. Was it successful? The only exposure I have had to it was in Children's Literature. It sounds like a good teaching method but I have not seen it in a classroom environment.
ReplyDeleteAs we continue to read through this textbook, I am continually amazed at the wealth of resources within. The number of available tests, resources, checklists, etc. that are included, as well as the instructions and tips on how to use them, would be worth the cost on their own. However, it is the way the text describes the uses of such material, in the context of actual teaching situations through examples, that the true value becomes apparent.
ReplyDeleteWhen most of us took Reading and Language Arts Methods, we were introduced to the concepts of testing, both formal and informal, assessments, cloze tests, miscue analysis, etc. However, because the focus had to be on teaching reading and language arts, the assessment and intervention could only be briefly discussed. Chapter 3 is the extension of the topics we’d only touched on previously. I truly feel that I can assess a student’s reading and comprehension abilities, and have a jumping-off point, after reading this chapter. The exciting part is what happens next: learning how to use our assessment findings to help students to become better readers!
Unfortunately, I feel a little confused as to the differences between miscue analysis and running records. Both have their own set of markings, and both or completed orally to observe reading skills. This is an area I need more clarification with.
As for connecting what I’ve learned in this chapter with what I’ve experienced, I know that my early learning experiences did not reflect a lot of what is being used now, possibly because there were no ELL students in my grade school, possibly because students with learning disabilities were taught in another room, or because many of the assessments and tests used now just weren’t developed yet. I am saddened to think that many who were students at the same time as I might never have discovered a love of reading because the tools weren’t available to help them.
In response to Haley Cro.
ReplyDeleteIntelligence tests are still hotly debated, as some feel that they cannot accurately measure all children when home life, demographics, ELL, etc. are not taken into account. I have read that some of the standard IQ tests are designed for white, middle class understanding, and can show false results if the student is not from this demographic.
My favorite topic...assessment! I am certain no one was able to hear the sarcastic tone that had in my head, but know it was there. I am looking forward to the day when I am no longer on the direct end of receiving assessments, but am instead responsible for developing and instituting them. No one typically likes any type of assessment, but they most certainly have their place and value. General progress assessments I have no problem with and fully understand their necessity, but I wish there was a way to avoid the pressures placed on teachers and students from standardized tests even though they also have their place. There is just so much testing to do and so little time! After reading a little from the chapter, the section on informal testing reminds me that this is probably the most important type of assessment we can do. Continual individual assessment will help keep us aware of our students needs, strengths, weaknesses, and progress. This can be done daily and does not have to be written. Informal observations can provide us with immediate feedback regarding a student's needs. So I think this is a vital task to perform continually. I also found the miscue analysis grid on page 59 extremely helpful. Although it has been discussed in class, seeing several examples really helped me internalize the process. There was a great deal of helpful information in this chapter. The section on personal interest surveys backed up the purposes for administering them that has been discussed in class also!
ReplyDeleteIn response to Janet H.,
ReplyDeleteI used to work in a middle school, specifically 5th and 6th grades also. The only time I ever saw any of the miscue analysis done was by the special education teacher. The regular ed. teacher didn't do that type of testing. All the students took a "Star" test on the computer at the beginning of the year and then again at semester to place their reading level. Assessment made easy! And I agree with you that there are some great interest inventory lists in the appendix!
Chapter 3 provided very useful information about formal and informal assessments, yet I still feel overwhelmed by the large number and many different types of assessments. I feel that I will not know which type of assessment to choose. Another worry of mine is finding the time to assess the students. I feel that some tests are very time-consuming and they require that the other students work quietly on assignments by themselves. I realize that assessments are important and helpful for both teachers and students and I look forward to learning more about them and hopefully getting more experience with them.
ReplyDeleteI completed my reading and language arts internship in a Title I reading classroom. The district I was at used DIBELS diagnostic tests for all students in K-3rd grade in order to measure AYP. During the first week of my internship I got to observe my mentor teacher giving the DIBELS pretest to the K-3rd grade classrooms. Since my mentor teacher was also trained in scoring and interpreting the tests, I got to learn how students’ tests are scored. Then during the last week of my internship, I got to witness my mentor teacher presenting the midyear DIBELS test to individual students. I got to help score these tests and learned a great deal from them. The DIBELS diagnostic test focuses on the big five and some of the components are quite similar to the assessments we will be doing with our tutoring groups. For example, DIBELS consists of nonsense words to test phonics, retelling of a passage to test comprehension, and oral reading for fluency by conducting a miscue analysis. The DIBELS testing was very time consuming for my mentor teacher, but the district felt that was the best way to inform teachers of their students’ progress and that it was the best way to measure AYP.
In response to Shylah Clark-Jarvis…
ReplyDeleteOh I heard that sarcastic tone, and I must say that I agree with you! It will be best when I am no longer required to take assessments. But you are right, assessments are important and cannot be abandoned simply because they may be stressful. They play an important part in charting student progress, identifying students’ strengths and weaknesses, and helping teachers plan for instruction. Assessments are a major part of education and teachers wouldn’t know what to teach or how to teach it if it weren’t for assessments.
Chapter 3 was about the much dreaded word, assessment. This word reminds me of standardized testing but I know that there is so much more to assessment than that. Standardized testing is crazy down here in Texas. My sister is a fourth grade teacher near Fort Worth and she was told, directly from her principal, to NOT teach any math, science or social studies and focus ONLY on reading and writing since those standardized tests (TAKS test) were coming up March 1st. After those tests, then the teachers could focus on Math, Science and Social Studies because those tests were in April. Crazy, huh? Sad, for sure. I am not looking forward to the craziness of these tests. Of course, every teacher wants to prepare their students by not teaching to the test but I think due to the pressure on teachers and administrators, a lot of teachers do not have that choice.
ReplyDeleteI was more interested in learning about informal assessment in Chapter 3. This chapter was overloaded with information. I am looking forward to learning more about how to use informal reading inventories and other means of reading assessments. I really love the idea of using running records (page 60) and portfolios. I love looking over my children’s portfolios and to see their progress over the year. I also loved the idea of accomplishment and goal-setting logs, especially for older children.
In response to Hannah B.:
ReplyDeleteI am also feeling very overwhelmed from all of the information given in Chapter 3! I had heard about a lot of the types of assessment mentioned but some were brand new (or I just never saw them as means for assessment).
I think that it is wonderful that you have had such great experience in the classroom with reading assessments! I am looking forward to learning more about reading assessments in this class! I think that the best ways to learn are by doing!
Good luck this semester! Thanks for sharing!
Assessment is often criticized in school today; however, it is a necessary tool to help guide teachers and students alike when used in the right way. I believe one test score is not a fair representation of what a student knows but because there are different types of assessments as we learned in this chapter, we can develop a better understanding of where our students stand. I like informal assessment the best. One of my favorites is portfolios. This is a great way to organize student material and get a clear picture of their growth. I think making student portfolios while tutoring will serve as a great tool! I had no questions after reading chapter 3. I thought the information on all the various types and forms of assessments were very helpful. I now have some great ideas to use in the classroom.
ReplyDeleteIn response to Jacyln: I agree with you that informal assessments are one of the best ways to determine students’ strengths and weaknesses. From what I recall, most assessments I took throughout elementary school were formal assessments. These tests were not necessarily a fair indicator of what students knew so I’m glad to see other types of assessment used in the classroom today. Again, I think checklists and student portfolios are one of the best ways to assess our students reading progress.
ReplyDeleteThe first couple pages of the chapter, focuses on different testing strategies; these include diagnostic testing, criterion-referenced testing, norm-referenced testing, and so on. These are different testing methods we have learned about in other classes as well and I understand the differences but I would have liked to have actually seen some of the different tests as well. In my special education class last semester, our professor demonstrated the Peabody Picture Vocabulary Test for us and used another professor as an example. It was interesting to see how it was administered and how discrete she was when she went through each one; when she made marks, the person taking the test didn’t see her do it and she was very positive throughout the whole entire test. My only concern is that when and if I need to test students, I am nervous about not knowing which test to use and etc.
ReplyDeleteWhen I was first exposed to the miscue analysis in Dr. Walizer’s class, I was a bit nervous about the scoring part; I was mostly concerned with not being able to keep up with the markings and etc. I felt a lot better about the whole concept after we did a practice run in class this past week, it definitely helped my nerves. After practicing, I think that this will be a little easier the more practice we actually get. In my internship class last semester, my mentor teacher had me take each student aside and have each of them read sight words. If they stumbled or tried to sound them out I was suppose to count them wrong. The only bad part about that whole testing strategy was the fact that the words I had to use were only on one page; this ultimately meant that they were going to be looking at the same paper when I was marking on it. If they did stumble or sound out a word, I simply underlined it and had them come back and try to do it again; I still counted it wrong, but it was more discrete to have them try and redo it and think they got it right rather than checking it off and them thinking it was wrong.
In response to Kacey:
ReplyDelete"I believe one test score is not a fair representation of what a student knows." I agree totally with your statement. I have always been a student who does not test well, and I have always thought that it was unfair for them to base my knowledge off of a test score. There is something wrong when a senior in high school gets straight "A's" and receives a 19 on the ACT. Now that we do know more about assessment, it will allow us to have a better understanding of where our students stand; just as you mentioned above!
Chapter three was all about the different types of formal and informal assessments teachers can use to gain more insight on what students know or need to work on in the classroom. Having gone over information like this in other classes, I was not surprised by the amount of tests. I am glad that they each had a specific summary about the good and bad on the tests. The chapter also talked about a variety of other aspects of assessments such as rubrics, portfolios, checklists, etc. I liked reading all of the examples listed in the chapter. It is always nice to be able to apply knowledge or read about it in the chapter instead of just learning and then hoping to apply it in the classroom soon.
ReplyDeleteAfter reading through the information in the chapter and participating in the internship courses, I have noticed more about miscue analysis in the classroom than before. I did not realize there were so many different miscues that a student could have but am glad to have the knowledge to apply in my own classroom someday! This chapter is very helpful and I like the way it covers all of the formal and informal assessments! When listening to students read out loud (individually or in a group), I am starting to notice a lot more when it comes to their reading abilities! I am excited to be able to use my knowledge in my future classroom to help students become better readers!
In response to laceykaye….I was also nervous about scoring with miscues! The practice in class was very helpful and I know as well that the more practice I get the better it will be! I also had to do site words with students individually last semester in my internship classroom. It was difficult for me because some students picked up on the “missing” a word and would start asking about it. All I could say was to keep going and just skip words they didn’t know and to try their best! It is nice with the level passages that have the scoring guide on another sheet! That will be extremely helpful and I won’t be as nervous marking on a paper the student cannot see!
ReplyDeleteI really liked reading about the differences between formal and informal assessments. It was also interesting to find out that students perform better on individual tests than they do on group tests. I had never heard of the Wechsler Intelligence Scale or the Stanford-Binet Intelligence Scale which provides an estimate of the individual’s mental age, but this one is not very helpful for diagnostic purposes. The other two tests mentioned were Peabody Picture Vocabulary Test-Revised and the Slosson Intelligence Test for Children and Adults.
ReplyDeleteThe section on achievement tests was very informative. There are two types of achievement tests, norm-referenced tests and criterion-referenced tests. Diagnostic tests aim to determine a student’s strengths and weaknesses. The text defines miscue analysis as “by analyzing the degree to which unexpected response or miscues change, disrupt, or enhance the meaning of a written test.” Miscues are substitutions, mispronunciations, repetitions or insertions, and omissions –the reader makes. I really liked figure 3.7 on page 57, the conventions used for miscue analysis. This chapter gave a lot of insight on rubrics, checklists, and anecdotal records to help assess the student’s growth through the entire reading process. The textbook recommends that we use the ones in the book as suggestions, that we create our own that fit our curriculum and the students’ needs. I really found this chapter very informative when it comes to assessments. It taught me a lot about how to administer the different tests, how to score them, and to know what each test is administered for. I think we need to know what the different tests are and why we need to use the certain test for the certain purpose.
In response to Sara Childs –
ReplyDeleteI agree that this chapter introduced several available tests, resources, checklists, etc. I really liked that the chapter gave detailed instructions and tips on how to use them. I am also just as confused as you are on how to figure out the differences between miscue analysis and running records. When I was growing up students with learning disabilities were taught separately in another room. My son has developmental delays and they try to have him be taught in the same classroom as his peers.
Chapter 3, Wow! It had a lot of information in it. I didn't realize that there were 102 different types of assessments. I had heard of most that were listed and our school uses the Dibels tests, but what I liked about the chapter was the types of student self assessments and reading logs. I think these would be something better for the student to do than the AR log that they use now. At least the students could write comments about the book and use some writing skills instead of just writing down the title, author, and the score they received on the test. I believe if they had to write about the book they would think more about what they read especially if it was incorporated in a book talk or book share. I have had to work with students when reading for fluency and I have never had to mark the miscues the way it is taught in the book, and I don't know that I was told the correct way to do it so I will have to break the habit. I always thought it should be a little more through than it was and it is.
ReplyDeleteLacey Kaye:
ReplyDeleteI think it would be a good idea to use the tape recorder or I am going to take my laptop to tutoring. I am going to use Audacity and see if it will work, that way I have a running record of oral reading and I can always go back and check to see if I missed anything. I can then set up a student folder and have oral readings along with other information and make notes as well.
Assessments stress me out. They always have and now reading about all the different types that teachers need to be aware of it stresses me out all over again. That is a lot of information and I think it is important information. Teachers need to be sure they are administering assessments that are appropriate for their students. Since we already went over miscue analysis in class that part was just a good review and it was intimidating. I think this book did a good job describing portfolios and the different types of them. I also was unaware of the different student self-assessments that can be used.
ReplyDeleteRoyce K.
ReplyDeleteI also was most interested in the student self assessments. I agree that something like a book log where the students could write something they learned from or liked about the book would be better for them than the AR program. But since many schools still use the AR program a book log could be something to add to it.
Wow! Assessment overload. It seems that there are so many how do you know which is right for you students? Which ones are most effective? Are many of these assessments really needed? As we all know students come into our classroom at many different learning levels. As teachers we also know that it is our job to get our students to the learning levels that are specified by the local and national government. Is this goal attainable? Is the pressure of standardized testing that is put of the backs of teachers and students necessary or can progress be monitored in another way? I believe that assessment has to be a part of the classroom. Assessments have to drive instruction. By giving students assessments you are understanding their specific needs. Diagnostic tests will provide teachers with information to instruct students based on their strengths and weaknesses. When students go to take state standardized tests teachers are aware of the of their students strengths and weaknesses and these test do not measure progress throughout the year like many assessments that are administered in the classroom by the teacher. Teachers can provide the documentation of progress by having a running record of anecdotal notes, portfolios, informal assessment information, book logs and reflection logs. These are all ways that the teacher can assess progress without having to give a formal test to assess skill level.
ReplyDeleteIn response to Royce K.
ReplyDeleteI am in a title 1 school this year where 87% of the student population are ELL's. The school thrives on self assessment. Students have a very clear understanding of what their learning goals are. Daily goals are posted around the room as well as unit goals, etc. Student graph and record their scores to see if they are meeting their goals in their learning portfolios. Teachers and students have frequent conferences to talk about progress. It is an amazing thing to watch children take control of their learning. They are invested in what they are doing and learning. I am very excited to learn more about their assessment process. I am really excited to see how they prepare for state assessment and how the whole school will be involved!
“Defining Assessment” on page 47 was probably the part of the chapter that stuck out the most to me. I believe it is important for teachers to use formative assessment which may include some of the ideas for informal assessment: record observations using anecdotal notes, checklists, rubrics, portfolios, etc. In Curriculum and Assessment we learn how important it is to keep yourself in check with your students and to use these activities as the year progresses. I’m not sure how teachers are able to know how their students are doing if they only use a diagnostic and summative test. During my tutoring session I will make sure to follow up with the students after every session and include these activities…I will make sure the students are understanding the content and will take more time if needed.
ReplyDeleteIn response to Tara M,
ReplyDeleteI couldn't agree more! Your ideas about using anecdotal notes and portfolios are key...did you happen to take Curriculum and Assessment already? One thing we learned in Ed Psych about students at different levels was tutoring within the class. If one student is not understanding the subject and another student is advanced and knows the material well, our instructor advised us to let the advanced student tutor the student who needed more time to understand the concept. I just thought that was interesting...
Chapter 3 is all about assessments. There are so many different types of assessments within the 2 categories, formal and informal. Personally I understand why we give formal assessments but I think it is key for us to give informal assessments as often as we can. By doing this it will allow us to change our direction of teaching, and reteach a concept if needed.
ReplyDeleteOver the past two months the schools here have been administering the dibles test. It has been interesting to hear the different respnoses from the teachers. The older grades seem to like it yet the Kindergarten teachers seem to think it is not accurate at all. Due to this I have spoken with several of the younger grade teachers and they also administer several of their own assessments to either confirm or rebuke the findings from the Dibles. What I have learned from them and throughout the reading in the book is not to rely on one assessment but to continue to use different assessments and styles to get an accurate assessment.
My question is to those who have also been in the school system to observe the teachers, do you witness the teachers giving several informal assessment via check lists or other ways? If so how have you seen them adjust their teaching to meet the students needs? Also, what style of informal assessment have you seen that is just an 'ahha'? For me one of my teachers I work with, she uses remotes and the students will answer questions and then it shows a percentage of who got the answer right and wrong, however the teacher is the only one who can see which student exactly got it right and wrong. I like this because then the child is not embarrassed in front of his or her peers.
In response to Royce K,
ReplyDeleteThe school I am in does the dibles test as well, have you spoken with the teachers to get their opinions on it? At the school I am at there are mixed opinions. Also, I loved the idea of having students do reading logs, instead of AR. For myself, who absolutely hates standardized tests, they literally scare me to death, I would do much better if I was able to write about what I read, versus taking a standard test. Also, some of the questions they ask are really pointless in my opinion.
To begin with, the Chinese proverb that begins the chapter can be quite motivational. I can relate to it because I would rather learn by seeing or doing. Children need this in order to fully understand a concept. You can't expect them to be able to perform an action when you just explain it in words. For instance, when I learned how to use the large copy machine at work, I was lost when I was given directions verbally, but when I was shown how to, I better understood. Now that I can do it, I understand and can show someone else how. The chapter focused on assessment. When I first was exposed to assessment I thought of one thing, state assessments. Now that I have been through my education further and have worked in a school I understand that assessment can be many different things. Sometimes a teacher can informally assess their students by watching them perform a task, if they are participating in a discussion, or by answering questions. The grid of miscue analysis is a great resource for preparing to test students on their reading and miscue. I now can see how I need to be marking the words as the students read them. I have seen many instances of cloze tests, but I liked the sample on page 64. You can fill in what the student thinks is the correct answer, then later compare it to the real answers. Having a growth portfolio can help in showing how the student has changed over time. When beginning reading, taking a interest survey can determine types of books the student may be interested in reading by things they are interested in. Lastly, students can reflect on what they thought in logs, journals, and reflection logs. With reflection logs, they can have some help in giving their opinion on the reading.
ReplyDeleteIn response to Jen H.:
ReplyDeleteI work in a school and will say that I see the teacher informally assessing students about somethings but not others. I don't know if it is because they are so young, but I could thing of different tasks to assess them on. For instance, they do their wrap ups for math, this would be a good time to make a checklist of the wrap ups that they were able to do with no assistance.
This entire chapter is talking about assessing students. Most of the assessments that I've read about I already know about.
ReplyDeleteAssessing your students is a very important thing to do. Assessing your students allows you and your students to see where their reading abilities are and how they can improve.
I liked reading about the Running Records. When I did my Observation & Participation at Colby Community College the special education teacher that I observed did running records. I was confused at what she was doing, but reading about running records has helped me make sense of what I saw her doing.
I also liked reading about Portfolios. I think that portfolios are important for students because they can see how their work has changed and their parents can looked at their child's school work throughout the whole year. Portfolios are also good for showing improvement in different areas. I plan on using portfolios in my classroom because it is a good moral booster for children.
In response to Loriamaro:
ReplyDeleteI agree with you about what the Chinese Proverb says. I learn better when I am shown what to do and I know that a lot of people are that way. Children need to be able to shown what is wanted of them before they are able to perform.
In response to Jaclyn C - I like that proverb as well and it is so true for many of our students ... they do hear and yes ... they forget ... they see and remember and then they apply and understand.
ReplyDeleteI know as teachers, we are going to be bombarded with assessments, so I am glad we had a chapter that went into details the different tests. I guess I just didn’t realize there were so many different ones. I really like the Cloze, and the miscue analysis, and having never heard of the Maze test, I really like it too.
ReplyDeleteI don’t have any questions regarding the reading this week. I am, however, very interested in the different types of portfolios and definitely going to look at them in a new light. As future teachers, we have to decide if we are going to use a working portfolio (projects in process), a growth portfolio (samples of work over time), best work portfolios (student places what they believe is their best work), and an electronic portfolio (scanned documents are kept in a file).
During Parent-Teacher conferences for our son, we received best work portfolio from his teacher. It contained a few of his best papers, tests etc. It also contained an assessment test and an art project. After reviewing this, and studying the different type of portfolios, I believe I would choose either this one or the growth portfolio.
Assessments can have such a negative connotation. But, when I think about assessments as a teacher, I feel that it can be a positive tool to utilize in our classroom. Informal assessments are great at finding out what our students don’t know and know about a particular subject. If we go blindly through the school year just teaching the material in front of us without ever assessing our students how will we know if they are understanding what is being taught. I also like the student self-assessments. I like the idea of the students making a log of the books they have read and recording what they liked and disliked about the book.
ReplyDeleteLast semester in Reading and Language Arts the book briefly talked about Miscue Analysis and Informal Reading Inventories. I felt that this book explained the two in detail. Page 56-57 talks about Miscue Analysis and has examples. I especially liked Figure 3.7 on page 57, I feel that this chart explained the definitions in simple terms. As I listen to my son read, I try and figure out what type of miscues he made, but I was never sure if it was a substitution or a mispronunciation.
I love portfolios! From a parent’s perspective, I love going to my children’s conferences and the teacher hands me a folder of the work they’ve completed for the term. I like seeing the progress they have made and how their writing has progressed. When my son was in second grade, the teacher gave us a decorated tube. Zachary had decorated the outside and she told us that inside the tube (paper towel roll) were samples of Zachary’s best work and that we weren’t to open the portfolio until he turned 18. It is still sitting on the shelf we have another eight years until we can open it up.
In response to Deb M.,
ReplyDeleteI like the working and growth portfolios. I like showing where they have progressed by having everything in their file. I will probably need a large filing cabinet! I'm thinking perhaps their first draft and their last draft to keep. I believe it is the 2nd term conference that my son gets to choose his "best" work to include in his portfolio.
Chapter 3 is all about assessments! Assessments is a hot topic in our district as well as in the school where I am currently student teaching. We had a staff meeting last week and the Principal asked us to come up with ways that we assess our kids in our classroom. Well me and the other 4th grade teachers were trying to figure out ways we came assess our 4th graders within the time limit given by the Principal and we discovered that that the way we assess are children is in a box. This meaning we use quizzes, tests etc. We aren't "diverse" in our assessment. Chapter 3 explains so many different ways to assess but there was one that caught my eye and that was anecdotal notes. I like the idea of taking notes on students but when can teachers actually find the time to do it? We (me included as a student teacher) are so busy during the day with instruction and meetings during our "planning time" that taking these notes may prove complex. I like the idea of observing or checklist better. That way you can check and go and there is something you can pull out at the end of the quarter or semester for parents to see. If I were to give a big test at the end of a Chapter that has multiple lessons in it - would that be a formative or summative? I have been giving quizzes on my lessons and now the chapter is coming to a close and I'm thinking about giving a test - is it formative or summative?
ReplyDeleteIn response to Royce K.,
ReplyDeleteI am so glad you mentioned Audacity! I completely forgot about Audacity from my technology class. Our iPods don't record, so I was at Best Buy looking at recorders. They are a bit pricey.
Does anyone remember the timer that we used in Reading and Language Arts for the mini-teach?
Christine
In response to Debbie M - Growth Portfolio ... I like that idea as well as an assessment tool!
ReplyDeleteIn response to Alisha G....
ReplyDeleteMy daughter has had trouble in the past with Reading. So when she was in grade school she was in the Title I reading program and then we provided her with additional reading help by going to Sylvan for reading tutoring twice a week (which we started in 4th grade). We did the tutoring for 1 year and she showed great progress and improvement so we discontinued. Now she is in 8th grade and is reading three times the amount of books and material than she was 3 or 4 years ago. She has improved on her reading test scores and assessment scores since we got her the additional help she needed. My husband and I are very excited to see her with a book in her hand reading because she is enjoying it and not because it is something that she "has" to do .
I am so glad that I read through chapter 3 because I have been feeling really nervous about our upcoming tutoring program. I think this chapter will be a great reference for me once I am out in the field tutoring. I received some great ideas from this chapter and I definitely think I will use them when I start tutoring. In class we listened to a student read part of a reading and we had to catch the miscues. I really liked doing that because it was really good practice for me. This chapter dealt with formal assessments and informal assessments and how to test the students using both of them. Personally, I like informal assessments better because they are done on a daily basis and can be used in many forms. I think students feel less anxiety and pressure when they are given these types of assessments because they may not know they are being assessed. Whereas formal assessments are taken about once a year and they are used to test a student’s intelligence and achievement. I think students do not perform as well because they feel so much pressure to do well. My question that I have is about how many informal assessments you can use in one class period? I know each student needs to be assessed differently, but honestly how many can you use? As a future educator, I need to be prepared to use all sorts of assessment because I want my students to do well. My fourth grade teacher never used informal assessments. I really don’t think she believed in utilizing those forms of assessments in the classroom. She felt like the only way to assess a student is by testing us using pencil and paper.
ReplyDeleteIn response to Julie L….
ReplyDeleteI agree that my mind is swimming too with assessment overload. I wish we had read this chapter before last Thursday’s class…I think it would have made the class easier to understand.
Melinda S.
ReplyDeleteChapter 3 discussed all of our favorite subject…assessment! Even though assessment is not an aspect of education that we enjoy it is one of the most important and the one that puts the most stress on us as teachers. This chapter gives a great inside to the different variety of assessments. Throughout my school experience assessments changed greatly. When I was in elementary school we were required to take the ITBS Test. The term assessment was never used. I hated the word test growing up. Then in junior high came the passage of NCLB. In the eighth grade we were required to take the Standardized assessments. At this point in time there wasn’t too much presser on us. Once I reached high school the stress of NCLB had hit. The school planned “special” days for us if we passed as proficient or higher on the tests as well as changing courses around so we could have a prep course before we took the assessment. Yet the more and more the school pushed us the more we as students didn’t care. Now as a candidate I see the pressure continue to rise. As I approach my first year of teaching the approach of the 2014 deadline is right there in front of me. SCARY! Back to the chapter I really enjoyed the all of the resources that the book provides. There are great examples of each of the assessments.
Chapter 3 is full of information regarding assessments, what types, and how they can help us know where our students are and where they should be. I was not aware that there were so many different types of assessments out there. I have always just heard of the Kansas State Assessment and the ITBS tests that our school gives each year. Last semester during my RLA internship, I was given the opportunity to help my mentor teacher give the dibels test to her reading students. These tests let her know where her students were reading level wise and how to divide her students into reading groups according to levels. The chapter provided me with several ideas that I can use in my classroom to see where my students are and what I need to spend more time on. I liked the idea of "anecdotal records", being an intern I find myself jotting down notes about the students when they are having trouble or when they have achieved a goal that my mentor teacher has given them. This helps me to understand more about the student and how he/she learns.
ReplyDeleteIn response to Irv G, I agree with on taking notes on students but still juggling the other tasks. I have been subbing lately and the days go by so quick and when it is planning time your grading or completing other tasks.
ReplyDeleteIn response to Christine D.
ReplyDeleteI also am glad to continue our knowledge of the miscue analysis from our Reading and Language Arts Methods. I also really like the example you gave of the portfolio of your son. That is such a creative idea and will be a great memory in the future.
In response to Debbie M:
ReplyDeleteI agree, this is a great chapter to help better understand assessments and since each student assesses differently, it is a good thing to know about them all. I really like the miscue analysis, and I had heard of it before but I never knew the name for it. I think growth portfolios are great to utilize as a teacher, and I think it can really boost a child’s confidence. As a parent, I bet it is nice to not just see their test scores.
In response to Jen H.,
ReplyDeleteLast year, my mentor teacher gave a test to several students. It was called a Quick Phonics Screener. It measured the students ability to pronounce real and nonsense words. She had noticed five students that were not doing well on their comprehension tests nor reading very well. She gave this test to the students and determined that this group of students needed help decoding words. For several weeks, she worked with this group during center time and they worked on decoding words and sounding letters out. This assessment occurred about a month into school. The teacher also realized that the schedule they were on was interrupting their learning of reading. So, she switched her math and reading around. Reading was now an hour and half of uninterrupted time (no lunch or recess breaks). I thought that was pretty insightful.
I was really interested in this chapter because assessment is an area that I feel has changed a lot since I was in school. I am in curriculum and assessment this semester so it was neat to see what this chapter had to say about assessment tools and techniques. According to the chapter, assessment is the process of gathering data in order to better understand the strengths and weaknesses of student learning, as by observation, testing, interviews, etc. I thought the chapter did a wonderful job describing all the types of diagnostic testing that are available. Things such as oral reading tests, Durrell analysis of Reading Difficulties, Woodcock Reading Mastery Test, etc. are all wonderful resources for determining the level of reading for students. The section that I felt was most important was on miscue analysis. I think that determining exactly where a student struggles, whether it is substitutions, mispronunciations, repetitions, or omissions, it is vital that educators understand where a student needs help in reading and language arts. My reading and language arts internship mentor teacher used checklists to observe students’ literacy habits periodically throughout the year. My mentor teacher really used it as a tool to help understand the traits of each students and where they were struggling. It was a great idea to use so that they had written documentation of the students’ progress throughout the year. Does anyone have any other assessment techniques that they have seen that work well in the elementary classroom? Overall, I loved this chapter and I felt the information was very important for me as a future educator.
ReplyDeleteIn response to Margaret W—I agree with you in that I had no idea how many assessment types were out there. You always hear about standardized assessments and ITBS testing, but there are so many other great assessment tools available for educators. It is great that you already have experience giving the dibels test, I am sure that will help you in tutoring this semester. I also liked the idea of “anecdotal notes.” I think it provides a great opportunity to have proof of students’ successes throughout the year. Overall, I really enjoyed reading this chapter and thought the content that was covered will really help me in my future classroom.
ReplyDeleteJaclyn C:
ReplyDeleteI also think that quote was a very powerful one. There are so many different learning styles out there and it's our jobs to make sure we cater to each individual style. Learning by doing is very popular because that's what it takes for most students to truly understand things. The same goes for most adults today also.
We need to remember to not get frustrated with students when they are having troubles remembering things, and try to take a different take on the issue and try to teach by doing.
Very powerful quote.
Assessment, assessment, assessment! It is something that as a teacher, administrator, student, parents, and anyone else who stays current with our children’s education. I just attended my daughter’s spring kindergarten parent teacher conference. I was amazed by how much my daughter’s conference was on assessment. As an educator myself, I wasn’t surprised too much. However, my husband was really surprised on how much assessments are done as a kindergartener. I had to remind him how much I did as a Head Start teacher and when we enrolled our daughter into the Wichita State University Reading Explorers program. I have a lot of educators in my life, whether it is family members or friends and there are so many different opinions on assessments. However, my social studies mentor teacher is one of the most positive teachers when it comes to assessment. She willingly accepts them and believes she is the teacher she is today because of assessments. She told me the other day that she does not teach the assessments but teaches what her students need to achieve solid background knowledge in social studies. As I was reading this chapter, there are so many different assessments, some of which I have heard of and many that I have not. As I continued to read in this chapter, I found it to be extremely resourceful. I have become more aware of miscue analysis when reading with my daughter. I also like the informal assessment running records too; I found that to be something even the students parents could probably do if they were curious about the reading level their child is reading. As a previous Head start teacher, anecdotal records were a big part of our students file. We were mandated to complete a certain number of anecdotal in each learning domain. I loved taking anecdotal notes on my students; to me it really helps to have notes of various observations on each student. It comes in handy in so many different ways from parent teacher conferences, IEP meetings, even planning your lessons and activities. I am a huge checklist person; I loved reading this in the chapter! As a prior teacher, I developed checklist at the beginning of each school year of what I expected to teach and what I wanted my students to learn throughout the year. I will use the checklist for reading as well, such a great concept. I like am a personal fan of informal assessments over the formal assessments. There are so many factors that play a huge part and can influence the outcomes of the assessments. I feel that sometimes the formal assessments are not accurately correct. As a teacher we should use a lot of informal assessments throughout our school year to adequately assess our students. I really like portfolios and I have always used them in my classroom. I feel that they are a great thing to have to showcase your students but you personally.
ReplyDeleteLearning about assessments and the different types of tests out there for our students is always a tough subject to learn because I feel that it's something that is very hard to understand.
ReplyDeleteWe have been taught that assessments aren't made to give students grades. We truly need sit back and assess them to gauge how they are doing in our classroom. We are taught different forms of assessment so we can be diverse in the classroom and assess our students in different areas.
This is my 2nd assessment class that I've taken and I feel it is still an area that I'm weak in. I also feel that you need to get to know your students before learning how to assess them. Everyone learns different and they test different. It's important to make students feel comfortable with testing and assessments.
Kiley, well said! I agree with you on sitting back and truly learning our students before we start assessing them. I think that I am a little weak in this area as well. But I think that was we continue to become more aware and actually doing it we will become a lot more stronger! I am not a test taker and assessments make my stomach turn! I am a wreck just thinking about the PLT. However, I believe that NO assessment should ever be our sole item on how a teacher is doing or the students. I know that there has to be a different way instead of ASSESSING everything. I am not sure what the best would be that could if there was that chance to replace assessments. But you would think we would be able to do something other than all the formal assessments that we do.
ReplyDeleteI knew there was a large array of assessment forms, but this chapter of the textbook was extremely helpful. It explained and gave examples of many of the different forms, and I appreciated this. I understand information out of the textbook, but when I can visually see the assessment form with teacher or student responses’ is a big help to me. I know I will refer back to all of the figures included in this textbook in the future many times.
ReplyDeleteObviously, I found all of the information in this chapter to be great and useful, but I really liked the small section on attitude surveys. In preparing for our tutoring sessions, I have worried about the type of interest inventory to do. I want to be sure to do one that isn’t overwhelming and long, but I want to be sure that it gives me enough detail on the student to help me choose what type of texts to use throughout the tutoring sessions. I liked how this section brings to attention that just because I student doesn’t like writing poems or essays means he/she doesn’t like writing riddles, journal entries, or letters.
One question I had about this chapter involved the Cloze and Maze tests. For these tests, does a teacher choose a random text or does the teacher choose a passage that relates to what the student is currently learning about, subject wise? I realize the passage information is important because if the student doesn’t know about the Civil War’s events, then it wouldn’t be wise to use a passage about it. I just am not clear on whether it would be more accurate to use a general passage about playing in the afternoon with a grandparent or a passage over flower parts that the student had just learned in science class.
Oh assessment. I know that it is very important to understand and know how to administer and the purpose of all the different types but the word still scares me some! My classes have helped me realize how much informal assessment is constantly going on, and that children don’t always know they are being tested or assessed. I think these tend to give some of the most honest reflections of student ability. I recognized the names of the criterion-reference tests the chapter talks about but not the norm-reference tests. I know I took both kinds of tests in schools but I don’t think we took any of the norm-reference ones mentioned. CTBS and CRA were the names of two that I remember, has anyone else heard of these ones and/or know which type of assessment they would be? I wonder if any districts in Kansas use the ACCESS test or have something similar to it. This is probably something I should look more into since I would like to teach in an area that has a high level of ELL students. Yea! This reading explained the DIBELS test that has been mentioned in class! I understand why this would be a good one for us to use in our tutoring program.
ReplyDeleteThis chapter comes at a perfect time, which I’m sure was on purpose. I understood all these different types of assessment that we will be using in tutoring, but reading about them helped me understand them better and what the differences in them are. The retrospective miscue analysis is the one that I find the most interesting. I think it would be a great learning tool to have students listen to their own readings and be able to recognize their own mistakes, ppl always say you learn best from your own mistakes! I think that it is important to keep portfolios also. We were given our portfolios during my 8th grade year. My school had kept them for us since kindergarten. It was fun to look back at what we had accomplished and get to choose certain things that we wanted to include in our them when they were passed on to the public school system that we would be entering for high school. Even if you do not wish to keep them for assessment reasons they are a great thing for student self-confidence etc.
As I finished reading this chapter I know that, as I prepare for my tutoring sessions, and throughout the semester I will be able to resort back to this chapter when I have questions about assessment.
In response to Tara M., I kind of felt the same way. There was a lot of information on assessment forms included in this chapter, but it was comforting to know that I wouldn’t have to use this information tomorrow and will always have this textbook as a reference. I enjoyed this information! I agree with you on the fact that assessments given within the classroom are much more beneficial than standardized tests when it comes to the teacher’s knowledge on a student’s strengths and weaknesses. I know there must be some benefit to them though; I just haven’t gotten the experience to work with these standardized tests yet, like many of us. I look forward to learning about the information received from them. I keep telling myself how beneficial assessments will be for me, as a teacher, to include in my classroom, but I just don’t know what it will take to find a balance to where I don’t give assessments too much just to figure out where a student is, so I found the sections on forms such as portfolios, anecdotal records, reflections logs, and so on to be very informative. I am a very organized person, so I loved the idea on creating three ring binders to keep record of student behavior, like the anecdotal record examples in figures 3.16 and 3.17.
ReplyDeleteIn response to Alisha G.
ReplyDeleteIt’s wonderful to hear that your niece is loving reading and that Title One helped her! Did they test her again the following years to ensure that she is still making good progress? It’s also nice to see that some of the things we do as teachers (anecdotal records) work for other professions as well. I think that’s something that should be shared with students to help relate the assessments to their lives and see how they will have to use or take them even when they are out of school.
Assessments are a good tool if used with other assignments. I think that in order to know if a child is really learning is to give them assignments and use those as the main focus. There are some students who test well and some students who cant handle being under pressure and when given a test draw a complete blank. I think that testing goes a lot better when it is some what of an open test and the students are free to get up and ask the teacher questions and have a relaxed environment. I know that testing is the only way to find out what the student has truly learned, but when in life will they not be able to have help and ask questions when they need to. I think that open communications and questions help student when testing. Timed testing is another issue trying to beet the clock and answer all the questions thoughtfully, its just an added pressure that does not help most of the students. I think that standardized testing would go better if the students could have as much time as needed. When a child is rushed they might mess up on the reading and comprehension of the text.
ReplyDeleteOverall I think that tests are necessary but I think that they should not be the only tool used when trying to find out how much a student has learned.
I found chapter three to be great because it focuses on the subject we've been talking about in every class...assessments. There is constant debate about testing and assessments regarding whether they are necessary or not. I like more of an informal assessment because I dont feel like a child's true knowledge of a subject matter can be shown in only one test. However assessments are very important when looking at what a child knows or doesn't know so the teacher can either rewind and re-teach or jump ahead to something more complex. I think that diagnostic testing should be stressed a lot more in schools because they are the greatest way of showing what a child truly knows. I don't remember every getting pretests growing up and it makes me think about what a huge difference it would've made. The rest of the chapter talked about a lot of things we have been talking about in class such as port folios and interest surveys. I love the idea of attitude surveys and interest surveys. Attitude is so important for teaching and really anything a child does. Attitude determines outcome. We as teachers need to figure out what our students are passionate about and enjoy doing and incorporate that into our lessons. If they can connect to what we are teaching, they will gain better attitudes and the classroom will be that much more successful.
ReplyDeleteIn response to Lauren S,
ReplyDeleteI agree with your comment about testing going along with assignments and daily work. I was and still am a horrible test taker so having assignments that put less stress on the students is a good way to go about assessing the students. I also think timed tests are not the best way to go. Talk about pressure. When the environment is relaxed and the students are relaxed, the results are going to come out a whole lot better than if every student was rushed to finished. Assessments are necessary and beneficial, they just don't need to be stressful and rushed for students.
This comment has been removed by the author.
ReplyDeleteIn response to Janel:
ReplyDeleteI have not heard of the CTBS or the other one you mentioned. I have used DIBELS as a Title Aide last semester and it's very easy to use once you get the hang of it. It's also nice that you can look right on the front of the booklet to see the child's progress. The boys that I used DIBELS with always wanted to see their booklets and know if they increased their WPM and stayed above the line on the chart. I'm glad Mrs. Stoppel said we don't have to mark a name wrong if the child mispronounces it. Some names do not sound how they are spelled. You just know what the name is from hearing it. I had to mark names wrong if the student didn't pronounce the word right. I never liked doing that because I didn't believe it showed the true potential of the student.