Provincial Reading Assessment

1
Provincial Reading Assessment

• Background Information
• 2005

2
What?

• Assessment the collection of information
• Evaluation the formal application of meaning of
  the data to your school.
• Assessment and Evaluation are integral to student
  learning and program development.
• They enable us to monitor and reflect upon our
  progress toward individual and school goals.

3
Purpose?

• The 2005 Assessment for Learning was
  administered between April 4-29. The purpose was
  to gather data about reading proficiency that
  schools and school divisions may use for
  improving student learning.

4
Why?

• To continuously improve instructional practice is
  critical to meet the needs of all students.
• It provides us with information needed for
  informed planning, instructional practice and
  continuous program improvement.

5
Intention

• PROMOTE GREATER LEARNING. NOT merely check on
  status of learning or gather evidence for public
  reporting.
• PROVIDE NECESSARY DIAGNOSTIC INFORMATION NEEDED
  TO IMPROVE PROGRAMS AND INSTRUCTIONAL PRACTICE.
  NOT to document shortcomings and single out
  teachers in a punative or evaluative way.

6

• STIMULATE TEACHER REFLECTION ON PRACTICE. NOT to
  threaten teachers or prescribe what to do.
• PROVIDE A SNAPSHOT OF STUDENT OPPORTUNITY AND
  OUTCOME AT A PARTICULAR POINT AND TIME
• TO PROVIDE DIALOGUE FOR PROFESSIONAL DEVELOPMENT
  NOT to advocate the assessment as definitive and
  conclusive.

7

• INVOLVE STUDENTS IN THE PROCESS AND BUILD THEIR
  CONFIDENCE NOT exclude students from the process
  or make them feel unsuccessful.
• COMPLEMENT AND SUPPORT THE ONGOING SUMMATIVE AND
  FORMATIVE PRACTICES OF TEACHERS NOT to replace or
  diminish the contributions and role of teachers
  in the assessment process.

8
Assessment for Learning is

• Based on the learning objectives of our
  Saskatchewan Curriculums for diagnostic purposes
  NOT simplistic comparisons.
• A key component of Saskatchewan Learnings
  Accountability for Improvement Framework.

9
Remember

• Reliability of assessment data is affected by
  size of tested population.
• Large scale assessment cannot measure all aspects
  of learning.
• Large-scale assessment is only a snapshot
  measurement of performance at a given moment, one
  indicator.
• TEACHING READING IS THE SHARED RESPONSIBILITY OF
  ALL EDUCATIONAL STAKE HOLDERS AND ALL SUBJECT
  AREA TEACHERS.

10

• Advocates structured process for engaging
  educators and other participants in using data to
  inform
• planning
• intervention
• monitoring
• toward improved student outcomes.

11
Big Picture

• Good data develops shared commitment and action
• for school-wide change. Linda darling-Hammond
  1995 Michael Fullan, 1996
• Data collected from involvement in
• large-scale assessments provide
• valuable information and insight.
• But
• This is only one piece of the puzzle!

12

• Data must be complimented with information
  gathered by educators

• Through an array of ongoing, classroom-based
  assessment practices.
• To provide a complete and reliable picture of
  student and program performance.

13
Who dares to teach must never cease to learn.
John Cotton Dana

• Student achievement is the product of the
  cumulative effects of previous and current
  teaching and learning.
• Teachers at all grade levels and in all subject
  areas share the responsibility for helping
  students to become proficient readers.
• We must learn together the best ways to make each
  of our students successful.