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EDU 4245

EDU 4245. Day 6 Diagnostic Assessments and Pre-Reading. Current Issues Topics. Inclusion/Special education How students have changed over years. Amount of respect. Discipline. Students don’t care. Re-segregation of schools Class size – Smaller vs. larger

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EDU 4245

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  1. EDU 4245 Day 6 Diagnostic Assessments and Pre-Reading

  2. Current Issues Topics • Inclusion/Special education • How students have changed over years. Amount of respect. Discipline. Students don’t care. • Re-segregation of schools • Class size – Smaller vs. larger • Curriculum – creationism v evolution • Role of parents in classroom • Heterogeneous v homogeneous grouping • Tracking • School organization – K-8, middle school, high school? • Standardized testing • Emergency certification of teachers; Teach for America • Tracks for gifted students • Violence and safety • Higher prevalence drugs, alcohol, teen pregnancy

  3. Today’s Goals • Analyze benefits and problems with diagnostic assessments, specifically Fry. • Identify why pre-reading is important and determine which strategies would work well in your content area.

  4. Diagnostic Tools • How can we determine what students need and what readings are appropriate? • Think about a doctor’s “diagnosis”

  5. Types of Assessments • Diagnostic - before • Formative – during • Summative - after

  6. Diagnostic Assessments • Text • Formal: Readability formulas • Informal: Readability checklist • Student • Teacher generated: CARI • Student generated: FLIP

  7. Doing a Fry • Take the reading you brought to class. Do a Fry (see V&V p. 58) on one representative passage. • Was this the outcome you expected? • What may have skewed the outcome?

  8. Diagnostic Assessments: Text • Formal • Fry • Benefits: accurate, includes both word and sentence complexity • Problems: time consuming, easy to skew data depending on passages selected • Cloze • Benefits: indicates students’ actual performance with course readings • Problems: can be difficult to get accurate reading

  9. Diagnostic Assessments: Text • Formal • Fog • Benefits: ease of use, fairly reliable • Problems: time, doesn’t work as well with non-scientific reading

  10. Question • What did you find out when you did the readability test for Vacca and Vacca text?

  11. Diagnostic Assessments: Text • Informal • Readability checklist • Benefits: guideline for teacher to consider various aspects of a test • Problems: based on teacher subjectivity, texts often mandated by district

  12. Diagnostic Assessments: Student • Teacher generated • CARI • Benefits: flexible • Problems: teacher generated comprehension questions may not be appropriate and decrease reliability • Betts’ • Benefits: indicates students’ actual performance with course readings • Problems: must administer individually

  13. Diagnostic Assessments: Student • Student generated • FLIP • Benefits: gives students ownership of reading task • Problems: reliability of student opinions

  14. Pre-Reading • Think about the reading sample you brought to class today. What are some ways you can pique students’ interest and tap into their prior knowledge before you assigned this reading? • How would this reading be used in a thinking-rich classroom?

  15. Pre-Reading Strategies • Which strategies from Chapter 9 would work best in your content area and why? Think about which ones would pique interest and activate prior knowledge • Story impressions - Problem Perspectives • Guided Imagery - Perspectives • Anticipation Guide - Active comprehension • ReQuest - Expectation Outline

  16. Next Class • Vacca & Vacca Chapter 4 • Nelson Chapter 11

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