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Everyday Writing to Assess Comprehension in the Content Areas

Everyday Writing to Assess Comprehension in the Content Areas. Where learning and writing collide. Presented by Kathleen Kopp & Gail Bockiaro Forest Ridge Elementary School, Citrus County, FL koppk@citrus.k12.fl.us ; bockiarog@citrus.k12.fl.us. The Butter Lady.

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Everyday Writing to Assess Comprehension in the Content Areas

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  1. Everyday Writing to Assess Comprehension in the Content Areas Where learning and writing collide Presented by Kathleen Kopp & Gail Bockiaro Forest Ridge Elementary School, Citrus County, FL koppk@citrus.k12.fl.us; bockiarog@citrus.k12.fl.us

  2. The Butter Lady • How does Mrs. Podunk motivate her reluctant writer? • What will Mrs. Podunk learn about the class’s learning regarding Florida pioneer life? • What are the advantages and disadvantages of having students write to demonstrate learning vs. reading and taking a multiple choice test?

  3. P-M-I (Plusses, Minuses, Interesting) “I can use writing as another way to assess my students’ subject matter comprehension.”

  4. The Definition of Assessment • Two-column Notes

  5. The Definition of Assessment • Personal • Write, Pair, Share • Wikipedia • the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. • Wiggins • A means to improve student performance. • Popham • A process by which educators use students’ responses to make inferences regarding students’ knowledge, skills, or affective status.

  6. Essential Question • Did they get it? How do I know? • Tests • Multiple choice – Choose two to justify/explain • Performance Tasks • Projects • Problems • Prompts

  7. Plan Ahead • Determine the essential outcomes or knowledge. • Plan what and how you want to assess before assigning a project or writing task. • Design a project or task that matches the essential learning. • Students should know how they are being assessed (rubric, rating scale, checklist) before they begin writing.

  8. Support and Scaffold Student Work • Provide a model. • Support students as they begin writing. • Planning sheets • Dialogue and discussion • Provide time to conference with students about their work. • Teacher-to-student • Student-to-student

  9. What do performance tasks look like? • Open-ended • Engaging • Application of content area instruction • Application of writing skills • Variety of writing genres • Clear and compelling standards • Provide a model, if possible

  10. Writing to Assess Student Learning

  11. Performance Task Resources Worth a Look • Learning Through Writing Kathy Kopp, Maupin House, Inc. • Everyday Content Area Writing Kathy Kopp, Maupin House, Inc. • Reaching the Reluctant Writer Mike Artell, Maupin House, Inc. • Summarization in Any Subject, Rick Wormeli, ASCD

  12. Bibliography • Educational Leadership; December 2007/January 2008: Informative Assessment (vol. 65 no. 4). • Ahead of the Curve: The power of assessment to transform teaching and learning; Edited by Douglas Reeves; Solution Tree, 2007. • Educative Assessment; Grant Wiggins; Jossey-Bass, Publishers, 1998. • Modern Educational Measurement: Practical guidelines for educational leaders (3rd ed.); W. James Popham; Allyn and Bacon, 2000.

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