Progress Monitoring: Assignments and Activities

Transcription

1 Progress Monitoring: Assignments and Activities Assignments and Activities Title 1: DIBELS Progress Monitoring Learning Outcome 1: Describe the purpose of progress monitoring. Learning Outcome 2: Identify several assessments that can be used to monitor a student s literacy progress. Learning Outcome 3: Demonstrate how to administer and interpret assessment results. Learning Outcome 4: Explain how to set goals and modify instruction based on the results of progress monitoring. Standard 3: Assessment, Diagnosis, and Evaluation use a variety of assessment tools and practices to plan and evaluate effective reading instruction. Standard Element 3.1: As a result, candidates use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools. administer scripted formal and informal assessments and technologybased assessments under the direction of certified personnel. select and administer appropriate formal and informal assessments including technology-based assessments. understand the requirements for technical adequacy of assessments and can select technically adequate assessment tools. can interpret the results of these tests and assessments. Standard Element 3.2: As a result, candidates place students along a developmental continuum and identify students proficiencies and difficulties. compare, contrast, and analyze information and assessment results to place students along a developmental continuum. recognize the variability in reading levels across children in the same grade and within a child across different subject areas. can identify students proficiencies and difficulties. recognize the need to make referrals for appropriate services.

2 Standard Element 3.3: As a result, candidates use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from different cultural and linguistic backgrounds. analyze, compare, contrast, and use assessment results to plan, evaluate, and revise effective instruction for all students within an assessment/evaluation/instruction cycle. Standard Element 3.4: As a result, candidates communicate results of assessments to specific individuals (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.) interpret a student s reading profile from assessments and communicate the results to the student, parents, caregivers, colleagues, and administrators. From Standards for Reading Professionals (Revised 2003). Copyright 2004 by the International Reading Association. Used with permission of the International Reading Association. Assignment Introduction Text: In this video clip, an upper elementary school teacher discusses the progress monitoring system she uses in her classroom. She then shows how to administer the oral reading probe with a student in her class. After viewing the video, return to this assignment and answer its questions. Video Asset: Ms. Sprague, Elementary: DIBELS Program Monitoring URL: erg&clipid=ms_sprague_program_monitoring.flv Question 1 Text: How is the student s progress being monitored? Question 1 Hint: What type of assessment is the teacher using to monitor the progress of the student? Is the teacher using a formal progress monitoring program or is she developing her own materials to determine the student s growth? Is the assessment related to the classroom instruction? Question 1 Feedback: The students progress is being monitored through the DIBELS oral reading fluency assessment. DIBELS is used to help determine students general reading proficiency. The students read the passage aloud and the teacher not only calculates their rate and accuracy, but also analyzes the students miscues and expression, much like with an informal reading inventory. The assessment is related to classroom instruction because the students are regularly reading aloud in class as well as receiving

3 instruction on decoding and fluency. This assessment helps determine if they are making adequate progress towards established benchmarks. Question 2 Text: How is this assessment information being used? Question 2 Hint: Are students being assessed on a regular basis? Why is it beneficial to administer the assessment on a regular basis? Question 2 Feedback: In this classroom, students that are having difficulty meeting established benchmarks are monitored on a weekly basis to determine if they are making progress. At risk or struggling readers should be assessed weekly to provide teachers with information to determine whether interventions are working. If students are continually not meeting established benchmarks, teachers have sufficient information to justify changing a student s reading instruction. Question 3 Text: What key skills is the teacher monitoring? Question 3 Hint: Is the teacher assessing fluency, comprehension, or emergent literacy skills? Question 3 Feedback: The teacher is monitoring the student s fluency through the use of an oral reading sample. This is an appropriate way to track the student s accuracy, rate, and expression. Assessing a student s oral reading fluency also gives teachers information on a student s readiness to comprehend material. Question 4 Text: What benefits are there in using the DIBELS assessment to monitor student progress? Question 4 Hint: What appears easy about using the DIBELS assessment? What appears difficult? Question 4 Feedback: The DIBELS assessment is a quick and easy assessment that can be conducted in a classroom. Each student only needs to read aloud to the teacher for one minute. The materials are already constructed, so the teacher does not need to develop the assessment. Benchmarks have been established to assist teachers in monitoring student progress. The assessment results are immediately available to the teacher and students, allowing the teacher to use the assessment to instruct students immediately. Potential drawbacks of the assessment include: finding the time to individually assess students, having the monetary resources to pay for the palm pilots and the assessment materials, and relying on fluency information to determine a student s reading comprehension. Assignments and Activities Title 2: Portfolio Assessment Learning Outcome 1: Describe the purpose of progress monitoring. Learning Outcome 2: Identify several assessments that can be used to monitor a student s literacy progress. Standard 3: Assessment, Diagnosis, and Evaluation use a variety of assessment tools and practices to plan and evaluate effective reading instruction.

4 Standard Element 3.1: As a result, candidates use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools. administer scripted formal and informal assessments and technologybased assessments under the direction of certified personnel. select and administer appropriate formal and informal assessments including technology-based assessments. understand the requirements for technical adequacy of assessments and can select technically adequate assessment tools. can interpret the results of these tests and assessments. Standard Element 3.4: As a result, candidates communicate results of assessments to specific individuals (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.) interpret a student s reading profile from assessments and communicate the results to the student, parents, caregivers, colleagues, and administrators. From Standards for Reading Professionals (Revised 2003). Copyright 2004 by the International Reading Association. Used with permission of the International Reading Association. Assignment Introduction Text: In this video clip, the teacher uses portfolios to review past work with his students. Student portfolios help students participate in their own learning, monitor their progress, and gain confidence. After viewing the video, return to this assignment and answer its questions. Video Asset: Portfolio Assessment URL: on&clipid=portfolio_assessment_writing_folder.flv Question 1 Text: What type of assessment is the teacher using to monitor the progress of students? Question 1 Hint: Is the teacher using a formal progress monitoring program or is he using informal assessments to determine students growth? Question 1 Feedback: Portfolios are informal performance-based assessments. With portfolios, students progress is monitored through their personal work samples. The students have compiled a writing folder of their writing work from the beginning of the

5 year and at regular intervals throughout the year. The students then self assess their work to determine what writing pieces are their personal best. These pieces are then placed in their end-of-the-year portfolio, which provides evidence of a student s growth and development throughout the year. Question 2 Text: How often is the assessment being administered? Question 2 Hint: Is the student being assessed on a regular basis? Is the frequency adequate? Question 2 Feedback: The students regularly update their portfolios throughout the school year. This frequency is adequate for students who are achieving established benchmarks for writing development. However, if students are struggling, their portfolio of work should be reviewed more frequently, possibly on a weekly basis. Question 3 Text: Why is the current progress monitoring system effective? Question 3 Hint: Does the teacher s progress monitoring system provide the necessary information to chart student s growth and determine if instruction needs to be altered? Question 3 Feedback: The current progress monitoring system is effective because it is closely related to classroom instruction. Using portfolios is an efficient way to demonstrate student development and growth in the classroom because the teacher is using work samples that are produced during normal classroom instruction. Using portfolios does not require the teacher to incorporate additional assessments into the school day. However, by only relying on portfolio assessment, a teacher may miss some student struggles that could be monitored during more formal assessments. Assignments and Activities Title 3: Emergent Literacy Progress Monitoring Learning Outcome 1: Describe the purpose of progress monitoring. Learning Outcome 2: Identify several assessments that can be used to monitor a student s literacy progress. Standard 3: Assessment, Diagnosis, and Evaluation use a variety of assessment tools and practices to plan and evaluate effective reading instruction. Standard Element 3.1: As a result, candidates use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools. administer scripted formal and informal assessments and technologybased assessments under the direction of certified personnel.

6 select and administer appropriate formal and informal assessments including technology-based assessments. understand the requirements for technical adequacy of assessments and can select technically adequate assessment tools. can interpret the results of these tests and assessments. Standard Element 3.4: As a result, candidates communicate results of assessments to specific individuals (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.) interpret a student s reading profile from assessments and communicate the results to the student, parents, caregivers, colleagues, and administrators. From Standards for Reading Professionals (Revised 2003). Copyright 2004 by the International Reading Association. Used with permission of the International Reading Association. Assignment Introduction Text: In the artifact shown here, the importance of assessing a child s emergent literacy skills is discussed. After viewing the artifact, return to this assignment and answer its questions. Artifact Asset: Understanding Reading Progress URL: ml Question 1 Text: Why is it important to monitor a child s emergent literacy skills? Question 1 Hint: What information can a teacher obtain from assessing emergent literacy skills? How can this help a teacher plan instruction? Question 1 Feedback: Monitoring a child s emergent literacy skills is important when planning instruction. By observing a child, a teacher can determine the child s previous experience with books and his or her understanding of the story. This information can then be used to determine whether the child needs activities to increase his or her exposure to books or whether the child needs activities to further his or her understanding of the story elements. Question 2 Text: How can an emergent reader s literacy skills be assessed? Question 2 Hint: Discuss the various assessment methods that are appropriate for emergent readers. Question 2 Feedback: Teachers can use a variety of methods to assess emergent readers. Behavior checklists, interviews, observation of their play time and analysis of their art work are all methods that can be used to determine their literacy skills. Behavior

7 checklists often include a list of reading behaviors that children may exhibit as they develop as readers. Interviews can elicit beneficial information about a child s literacy skills if conducted in a friendly conversational manner. Interviews are often best done informally while the child is performing a favorite activity. Observing a child during play time can also help teachers monitor a child s literacy skills. For example, observing a child directing other children so that their playing tells the story of a family going on a picnic demonstrates to a teacher that the child has a good sense of story elements. Observing a child drawing pictures that tell a story with characters and action, rather than simply drawing a picture with a collection of ideas or objects demonstrates that the child has a good sense of story elements. Question 3 Text: The pictures drawn by two 4-year old boys are included in this artifact. The second drawing (figure 45-3) is done by a boy who has a sense of story elements. How was it determined that this boy had a sense of story? Question 3 Hint: Review the story the boys told after drawing the pictures. What story elements are present and which are missing? Question 3 Feedback: The first boy simply dictates what objects are in his picture and specific details about each object. The second boy dictates what objects are in his picture, but he also includes action. He describes what the rain clouds are doing and how the objects come together in the drawing. By including action in the picture the boy is demonstrating an initial understanding of story elements. Assignments and Activities Title 4: Monitoring Reading Progress Learning Outcome 3: Demonstrate how to administer and interpret assessment results. Standard 3: Assessment, Diagnosis, and Evaluation use a variety of assessment tools and practices to plan and evaluate effective reading instruction. Standard Element 3.2: As a result, candidates place students along a developmental continuum and identify students proficiencies and difficulties. compare, contrast, and analyze information and assessment results to place students along a developmental continuum. recognize the variability in reading levels across children in the same grade and within a child across different subject areas. can identify students proficiencies and difficulties. recognize the need to make referrals for appropriate services. From Standards for Reading Professionals (Revised 2003). Copyright 2004 by the International Reading Association. Used with permission of the International Reading Association.

8 Assignment Introduction Text: In the artifact shown here, various assessment techniques for monitoring a middle school student s reading development are discussed. After viewing the artifact, return to this assignment and answer its questions. Artifact Asset: Monitoring Reading Progress URL: ml Question 1 Text: How can a teacher assess a middle school student s literacy skills? Question 1 Hint: Discuss the various assessment methods that are appropriate for older readers. Question 1 Feedback: A variety of techniques can be used to assess middle school student s literacy skills. Observational checklists, anecdotal notes, journals, reading logs, fluency checks, as well as think sheets can all be used to check students progress. Students at the middle school level can also use self assessments to evaluate their learning and understanding of various reading strategies and skills. Question 2 Text: What information would be beneficial to include on an observational checklist to assess middle school readers? Question 2 Hint: Review the information included in the text section Observational Checklist. Question 2 Feedback: A middle school teacher may want to construct a checklist that looks at a student s reading skills and strategies, such as making inferences, understanding theme and defining difficult vocabulary. It is also important to include information regarding a student s fluency, including rate and accuracy. Information regarding a student s book interests, as well as the frequency of reading the student does would be valuable to include on a checklist. Question 3 Text: What changes should be made to Angel Garcia s classroom instruction? What components of Angel s instruction should remain the same? Question 3 Hint: Review Angel s observational checklist. What skills does she seem to lack that might aid her in becoming a better reader? Question 3 Feedback: Angel needs assistance with some higher-level comprehension strategies. She needs further instruction in questioning and using visual aids. She also needs help in forming opinions regarding text. Her difficulty in forming opinions demonstrates that she may need further instruction in synthesizing and analyzing text. However, she enjoys reading and is capable of making predictions and summarizing text. The text provided to her seems to be at an appropriate reading level, because she is involved and interested in reading it. Adding instruction regarding higher-level strategies such as interpreting and drawing conclusions will assist Angel in furthering her literacy skills. Assignments and Activities Title 5: Matching Assessment and Instruction

9 Learning Outcome 4: Explain how to set goals and modify instruction based on the results of progress monitoring. Standard 3: Assessment, Diagnosis, and Evaluation use a variety of assessment tools and practices to plan and evaluate effective reading instruction. Standard Element 3.3: As a result, candidates use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from different cultural and linguistic backgrounds. analyze, compare, contrast, and use assessment results to plan, evaluate, and revise effective instruction for all students within an assessment/evaluation/instruction cycle. From Standards for Reading Professionals (Revised 2003). Copyright 2004 by the International Reading Association. Used with permission of the International Reading Association. Assignment Introduction Text: In the artifact shown here, a seventh-grade English/Language Arts teacher reflects on her experiences and difficulties with reading assessments. After viewing the artifact, return to this assignment and answer its questions. Artifact Asset: Matching Assessment and Instruction URL: ml Question 1 Text: What mistakes did the author make in creating her assessments? Question 1 Hint: Reflect on what information the author gathered about her students literacy abilities by using the assessment she wrote? What information was the author unable to gather by using her assessment? Question 1 Feedback: The author wrote a test for the students that awarded the majority of the points based on their knowledge of vocabulary. While vocabulary is an important contributor to a student s literacy development, it does not give a teacher the whole picture of a student s strengths and weaknesses. Having only 5 questions about a student s comprehension of the text makes it difficult to determine if a student understands the text. Additionally, the comprehension questions that the teacher was using did not require higher-level thinking such as drawing conclusions, making judgments, or constructing inferences. Instead, the questions asked students to recall key ideas from the text which only required a literal understanding of the story. To generate a

10 more accurate understanding of her students abilities it would have been helpful to have an assessment that more accurately reflected the students comprehension of the story. Question 2 Text: Rather than being used to assign a grade, how should assessment information be used in a classroom? Question 2 Hint: What is the purpose of assessment? How can it be used to inform instruction? Question 2 Feedback: Assessment should be used in a classroom to monitor students understanding. If a student lacks understanding of a particular strategy, concept, or skill, that strategy, concept, or skill will need to be retaught. The proper assessment can provide a teacher with the knowledge of what further instruction students need. Question 3 Text: Why is it important to consider a lesson s objectives when creating an assessment? Question 3 Hint: Reflect on the teacher in this artifact. Why were her carefully constructed tests not effective? Did the tests assess whether her students met the lesson s objectives? Question 3 Feedback: It is critical that teachers construct assessments based on a lesson s objectives. If a lesson s objective is to learn 5 new vocabulary words, then the test should require the student to demonstrate an understanding of those new words. If a lesson s objective is to teach a student to critique a short story, then the assessment should be to write a critique. The teacher in this artifact had a poorly constructed assessment because the majority of the assessment was focused on how well the students learned vocabulary words, instead of how well the students comprehended the story. Her objective was for the students to demonstrate an understanding of the story, but she had a limited amount of the assessment dedicated to their comprehension.