Assessing Students and Texts

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Chapter 2

• Assessing Students and Texts

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K-W-L
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Assessment

• Instructional assessment is
• A process of gathering and using multiple
  sources of information about students for
  instructional purposes.

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Approaches to Assessment

• High Stakes, Formal
• Issues and concerns
• Norm-referenced
• Criterion-referenced

• Authentic, Informal
• Work samples
• Checklists
• Interviews
• Rubrics
• Self-assessments
• Issues and concerns

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Traditional Assessment Issues and Concerns

• Meeting standards
• Social promotion
• Developmental appropriateness
• Time spent on test preparation
• The snapshot effect
• High stakes for students and schools

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Standardized Tests

• Formal
• Machine-scorable
• Often norm-referenced
• Permit comparisons of groups
• Used for program evaluation

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Key Terms in Traditional Assessment

• Norms
• Raw scores
• Percentile scores
• Stanine scores
• Grade equivalent scores
• Reliability
• Validity

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TCAP

• Tennessee Comprehensive Assessment Program
• A multitude of tests
• Criterion-referenced, not norm-referenced
• Based on State Performance Indicators (SPIs)
• Not in all subjects or content areas

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Authentic Assessment

• Teacher as major tool
• Observation--time sample or interval
• Portfolios
• Checklists
• Rubrics
• Self-assessments

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Activity

• Design a rubric
• Test your rubric
• Refine your rubric
• Feedback and discuss

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Content Area Reading Inventories (CARI)

• Explain the purpose
• Introduce the text, guide silent reading
• Open or closed book?
• Discuss results
• Levels of comprehension
• Rates of comprehension
• Implications for instruction

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Readability

• Readability formulas as rubber rulers
• Variables length (sentence complexity), and
  vocabulary
• The Fry Readability Graph
• Others

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The Cloze Procedure

• Systematic deletion of words
• New material
• Closed book activity
• Synonyms dont count
• Below 60--will need guidance reading the text

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Readability Checklist

• Understandability
• Usability
• Interestability

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FLIP Strategy

• Friendliness
• Language
• Interest
• Prior Knowledge

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K-W-L

• Revisit the K-W-L from the beginning of class
• Complete the L section
• Create a new graphic for K-W-L-S

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