Authentic Reading Assessment

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Authentic Reading Assessment
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• What kind of readers do we want our TEACHING to
  develop?

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Assessment

• Assessment and teaching should be intimately
  linked in a cycle of good pedagogical practice.
• Teachers should plan experiences which cater for
  childrens needs as individuals, groups and the
  whole class

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• In a well-designed, well-managed classroom, you
  cant tell the difference between a learning
  experience and an assessment task

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Literacy Session

• Shared Reading
• Guided Reading
• Independent Reading

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Planning for Daily Intentional Teaching

• What do my students need to know?
• What strategies/knowledge help them as readers?
• In what way does this strategy look different
  across genre?
• How will I make this strategy or understanding
  clear to them?
• What language will I use?
• What texts/materials will best support this
  instruction?
• How can/will I connect this work to writing?
• How will I collect evidence that can help me
  determine how
• well students have grasped this new
  understanding?

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How?

• Observation
• Attitude / self-concept checks
• Interest Inventories
• Checklists
• Work samples
• Conferences
• Self-reflections

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Assessing students BST and National Literacy
Benchmarks

• Political agenda
• Benchmarks and accountability
• Comparison between schools
• Teachers should look carefully at data - what
  types of understandings are being tested what
  types of questions are proving universally
  difficult what types of texts and meanings are
  children expected to negotiate?
• What impact does the data have on planning?

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Implications

• Children are increasingly expected to negotiate
  visual texts, and are asked to interpret images
  across a wide range of genres
• In general terms, across 3 years of data,
  students across the state are doing well at
  cracking the code but are experiencing
  difficulty in questions which require them to
  make inferences
• A crucial component is understanding the
  literacies of various genres, across all KLAs.

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A Multiliteracies Perspective

• Students will be in a better position to both
  understand and critically interpret texts and to
  create and manipulate texts and combine elements
  in a purposeful way, when they understand that
• different genres or text types exist
• different curriculum areas utilise certain genres
  over others
• these various genres are a means of achieving
  varying social purposes
• genres are typically structured in a particular
  way
• genres have particular text features
• The language of science is characterised by
• technicality
• procedures
• explanations
• reports
• The language of humanities is characterised by
• abstraction
• recounts
• reports
• argument / discussion