1 / 21

Developing Comprehensive Evidence-based Assessment in Reading Comprehension:

Developing Comprehensive Evidence-based Assessment in Reading Comprehension:. A View of the Construct and Assessment Model. Alison L. Bailey & Margaret Heritage CRESST/UCLA CRESST Conference - September 9th, 2004. Overview. 1. Introduction 2. Context 3. Constructs of Reading Comprehension

rosie
Download Presentation

Developing Comprehensive Evidence-based Assessment in Reading Comprehension:

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Developing ComprehensiveEvidence-based Assessmentin Reading Comprehension: A View of theConstruct and Assessment Model Alison L. Bailey & Margaret Heritage CRESST/UCLA CRESST Conference - September 9th, 2004

  2. Overview 1. Introduction 2. Context 3. Constructs of Reading Comprehension 4. Role of Formative Assessment 5. Activity: Applying the Model 6. Specter of Needed Data Management Effort 7. Web Solutions: QSP System and NSF TBALL study

  3. Introduction • Background: NAEP 2003 – only one third of 8th graders at the proficient level or above • Mandate: Federally-funded National Reading Panel (NRP, 2000) & the Rand Report (Snow, 2002) identify the increasing need for assessment (and instruction) of Reading Comprehension (RC) • Needs Analysis: Tests and teachers require improved (deeper and broader) construct definition of RC for assessment development • Prior work: The Literacy Development Checklist (LDC) (Bailey, Gallimore, Heritage, et al. (2000), an assessment tool conceived of as a lens for teachers

  4. The Black Box Black & Wiliam, 1998

  5. Inside the Black Box

  6. Using Assessment Information:Reading Comp. Checklist (RCC) Model

  7. Construction Definition:Word Recognition • Phoneme awareness • Alphabetic principle • Decoding Adams, 1990; Lyon, 1998; National Reading Panel, 2000

  8. Construction Definition:Fluency • Rapid word recognition • Syntactic sensitivity • Rapid use of punctuation Adams, 1990;Pinell et al., 1995; Snow, Burns, & Griffin, 1998

  9. Construction Definition:Text Presentation and Structure • Conventions • Features • Organization • Patterns Pearson & Fielding, 1991; Seidenberg, 1989

  10. Construction Definition:Oral Language and Pragmatics • Vocabulary • Syntax • Discourse • Pragmatics Nagy & Herman, 1987; Roth, Speece, Cooper, & DeLaPaz, 1996; Senechal & LeFevre, 2002;Tunmer, Nesdale, & Wright, 1987;Whitehurst & Lonigan, 1998; 2001

  11. Construction Definition:Metacognition • Metalinguistics • Motivation • Knowledge of strategies Gillet & Temple, 2000; Menyuk & Chesnick, 1997; Palinscar, David, Winn, & Stevens, 1991; Schunk & Rice, 1992

  12. Additional Construct Definitions • Event Representation • Background Knowledge • Memory • Home/School Connections Hudson & Nelson; 1986; Long, Oppy & Seely, 1997; Gallimore & Goldenberg, 1993; Heath, 1983; Wells, 1985

  13. Using Assessment Information

  14. Integrating Assessment and Instruction

  15. Activity • Select a RC construct (or another content area) • Nominate a formative assessment to measure a 5th-grade student’s performance on the construct • Nominate an intervention/teaching strategy to target development of the construct • Imagine no student growth/improvement detected in a repeat formative assessment: • H1 - Specify and nominate new intervention • H2 - Specify and nominate new construct

  16. Guiding Questions • What kinds of formative assessment did you nominate? • What other kinds of formative assessment would teachers need to be aware of in this context? • When would you know to shift from H1 to H2? • How much content knowledge would you need to operate successfully within this assessment model?

  17. Integrating Assessment and Instruction

  18. Web Technology as a Vehicle for Data Management • Problem: • RCC Model raises specter of a colossal data management effort • Solution: • Data driven website and software tools for data storage, query and report generation • Applications: • QSP System & NSF TBALL study

  19. Decision Support: QSP

  20. Technology Support

  21. Technology Support

More Related