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Thematic Course on Supporting Students with SEN

Thematic Course on Supporting Students with SEN. Literacy Assessment Dr. J. Robertson Hong Kong, July 24, 2014. What we know about Assessment and Learning.

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Thematic Course on Supporting Students with SEN

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  1. Thematic Course on Supporting Students with SEN Literacy Assessment Dr. J. Robertson Hong Kong, July 24, 2014

  2. What we know about Assessment and Learning Formative assessment and assessment practices have the largest impact on student achievement across different subjects, age groups, and across different countries Wiliam (2011)

  3. credit Black and Wiliam (1998) “Assessment explicitly designed to promote learning is the single most powerful tool we have for raising achievement.” 10

  4. “If we can do something with assessment information beyond using it to figure grades, we can improve learning.” Chappuis

  5. Literacy Assessments for • Oral Language/Listening • Phonemic Awareness • Phonics • Vocabulary • Reading Fluency • Reading Comprehension • Writing

  6. Diagnostic Assessment • Activate prior knowledge • Assess current skills and understanding in 3 ways: -through written work -through performance assessment and observation -through oral assessment: questioning, conferencing, discussion, etc.

  7. Assessment of Early Literacy Concepts • Research provides evidence that specific early literacy concepts can predict young students' later reading achievement (DeBruinParecki, 2004). These reading concepts include letter knowledge, phonemic awareness, decoding, fluency, and comprehension. An effective reading program includes assessments of all of these concepts for several purposes.

  8. Purposes of Early Literacy Assessments • to identify skills that need review. Assessment provides teachers with information on what skills students have and have not mastered. It is needed to help teachers know the skill levels of their students, since students have varying experiences and knowledge. • to monitor student progress. A teacher can learn which students need review before covering additional content and which students are ready to move forward. • to guide teacher instruction. Through consistent assessment, a teacher can make informed decisions about what instruction is appropriate for each student.

  9. Purposes of Early Literacy Assessments 4. to demonstrate the effectiveness of instruction. The information gained from assessment allows teachers to know if all students are mastering the content covered. It is important for teachers to use instructional time effectively, and this can be done when teachers are knowledgeable about what their students are ready to learn and what they already know. 5. to provide teachers with information on how instruction can be improved.

  10. The Value of Reading Assessment • Dr. Richard McCallum discusses reading assessment and instruction and how together they can become a powerful tool in the process of learning to read. He also explains the different types of assessment and how they affect reading instruction. • http://www.youtube.com/watch?v=7OK_F4JwFyU • http://www.youtube.com/watch?v=s2aTqS9KtqQ • http://www.youtube.com/watch?v=embOSW-ab9k

  11. Group Discussion • What is the purpose of reading assessment? • What do we mean by the “Assessment-Instruction Cycle? • What are the various types of reading assessment? • What do we mean by process vs. process?

  12. Evaluation and Planning Determine where the difficulty is… • underdeveloped skills in oral/written language? • letters? • sounds? • understanding narrative /expository text? where? in what setting?

  13. Evaluation and Planning • is there automaticity with sight words? which ones? • what strategies are used to decode an unknown word? can they blend … cvc, ccvc, cvcvetc • do they have difficulty using context clues? • can they activate prior knowledge before/during/ after reading?

  14. Evaluating and Planning • can they create a visual? • can they infer/ form conclusions/ make critical judgments? • do they ask questions of themselves /author as they read? • are they word callers? (read words but no not think about the meaning) • can they identify the main idea

  15. Common Assessments Phonemic Awareness • Test of Phonological Awareness (TOPA) • Early Reading Diagnostic Assessment (ERDA) • Kindergarten Reading Assessmenthttp://www.youtube.com/watch?v=_VEGWaqgZRs Letter/Sound Knowledge • Dynamic Indicators of Basic Early Literacy Skills (DIBELS) • Early Reading Diagnostic Assessment (ERDA) • Letter identification • High Frequency/Sight Words • Hearing and writing sounds in words (sentence dictation) • Intermediate Student Reading Assessmenthttp://www.youtube.com/watch?v=tDZlUXUwRYk

  16. Common Assessments Decoding/Reading Fluency • Conferences and Guided Reading • Running Records Reading Comprehension • Conferences • Observations • Oral and Written responses • Graphic Organizers

  17. WHAT’S IMPORTANT WHEN WE ARE LISTENING TO SOMEONE READ TO US? CRITERIA DETAILS • look at the reader • look at the reader as they read • look at the pictures • sit in a way that everyone • can listen and see • sit on our bottoms • keep our hands and feet to • ourselves • don’t get in someone’s space • sit still so others can see • think about what you • are hearing • listen carefully so you can • answer questions • make pictures in your brain • you can ask a question Oral Language /Listening

  18. Inside the Black Box (1998) • Wiliam and Black recommended practices such as • Comment-only marking (no grading) • Specific, actionable feedback rather than vague, abstract observations • Self or peer assessment - students tend to be franker about each other than teachers • open-ended questioning, which reveals a grasp of concepts rather than regurgitation of facts

  19. BBC Series: The ClassroomExperiment • Purpose: to increase student engagement • Elimination of hands-up practice in all classes • Implementation of new teaching strategies: popsicle sticks, white boards, traffic lights, etc. http://www.youtube.com/watch?v=J25d9aC1GZA

  20. Oral Language, Phonemic Awareness, Decoding/Phonics, Fluency, Comprehension

  21. (A) Clear? (B) Buggy? Check Your Windshield Take a minute and reflect on your understanding of ______________________. (C) Muddy?

  22. How’s the pace? Do you need more time to work on or to understand ______________________? (A) Yes! Losing me (B) Just right (C) It’s dragging

  23. Running Records Explained • Dr. Andy Johnson, Reading Specialist is Professor of Literacy in the Department of Special Education at Minnesota State University.  He is also the Director of the Capstone Literacy Center where he works with students with reading disabilities.   • http://www.youtube.com/watch?v=MjBOnufWF8o • Check out his website at www.OPDT-Johnson.com

  24. Struggling readers benefit from small group or one-on-one instruction and assessment

  25. Running Record Demonstration • http://www.youtube.com/watch?v=ZO-4OYiJiUA • How did the teacher introduce this assessment? • What kind of positive feedback did she give to the student? • What suggestions did she give him to move his learning forward? • Practice doing the Running Record for this student • What support/instruction does he need next?

  26. Practice: • Running Record Example • Goal: Fluency • On the Road • Before taking off, always look around to see that the road is clear. Keep your eyes and ears open. You should not listen to your headlights while riding. You need to be able to hear the traffic. This will help you to become a safe cyclist.

  27. Other Formative Assessments • Summaries and Reflections Students stop and reflect, make sense of what they have heard or read, derive personal meaning from their learning experiences, and/or increase their metacognitive skills.   • Lists, Charts, and Graphic Organizers Students will organize information, make connections, and note relationships through the use of various graphic organizers. • Visual Representations of Information Students will use both words and pictures to make connections and increase memory, facilitating retrieval of information later on. This "dual coding" helps teachers address classroom diversity, preferences in learning style, and different ways of "knowing.” • Collaborative Activities Students have the opportunity to move and/or communicate with others as they develop and demonstrate their understanding of concepts.

  28. Summaries and Reflections • Students stop and reflect on their learning • Focus on personal meaning/understanding • Increase Metacognitive skills • Examples: • Dry erase boards • Quick Write/Draw • S-O-S Summary • 3-2-1 Summary • The Important Thing

  29. Dry Erase White Boards Formative Assessment Immediate feedback “Entrance” or “Exit” Slips

  30. Quick Writes • QuickWrites involve asking a question, giving people a set amount of time for responding (usually between one to ten minutes), and either hearing or reading the responses. • The quickwrite can be modified endlessly, depending on circumstances. • critical thinking warm-ups: use the quickwrite at the start of a class to get students focussed on a new concept, or the material from last class, or preparatory reading material, etc. • student-directed quickwrites: have students lead the quickwrite session, having prepared a question in advance and thought through a method for fielding the responses • class-closers: as with the warm-ups, use the quickwrite to prompt reflection through summary, synthesis, explanation, a question

  31. 3-2-1 Summary • A strategy for closure at the end of a lesson, lecture or after reading. • How Does It Work?
Students fill out a 3-2-1 chart with this: • 3 FACTS • 2 QUESTIONS • 1 PERSONAL CONNECTION • http://www.theteachertoolkit.com/index.php/tool/3-2-1

  32. Lots of Examples and Graphic Organizers Online!

  33. FactStorming in English Language Arts • Choose 3 Themes • Sequence 5 Events • Illustrate 3 Symbols • Choose 3 Actions the main character took • FactStorming Graphic Organizer

  34. Text to Text Connections What the bird symbolize in each of these stories?

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