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Assess for SuccessSandra Doran, Ed.D.

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Why Assess Students?

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To motivate

To provide information

To sort and document

To validate or admonish

To plan instruction

General Responses

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Two Types of Assessment

Formative Summative

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Summative

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Old ModelAssign and Assess

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New ModelAssess for Success

Authentic

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New ModelAssess for Success

Teaching Tools, Not Behavioral

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New ModelAssess for Success

Noncompetitive and supportive

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New ModelAssess for Success

Purpose: Help students understand own growth

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New ModelAssess for Success

Provide students with targets for future learning

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New ModelAssess for Success

Report Cards Should Reflect 5 Areas

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PortfoliosTeacher AND Student

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◦ 1. Extended Reading and Writing ◦ 2. Comprehending, Studying, and Evaluating

Ideas◦ 3. Reference Skills◦ 4. Word Study, Spelling, and Strategy Knowledge◦ 5. Sentence Skills

Five Target Areas

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Reading Workshop

Writing Workshop

Theme Book

Word Study

Guided Reading and Literacy Circles

5 Areas of Instruction

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Formative AssessmentsJerry Johns Inventory

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Where do you begin?

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Start with list that is EASY for student. (Independent Level) Present list to student and ask to read at comfortable pace

If reads word correctly in one second, check off SIGHT WORD.

If student self-corrects, write SC by word and put a + sign in Analysis Column.

If student is getting frustrated or gets 7 wrong, STOP.

After test is finished, present missed words again for a second try. If gets correct, put + in analysis column.

Administering Graded Word Lists

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List B 8183 Sight Analysis

focusfolks sc

turnpike turnip

harmony √

uranium ur--

merchandise merk-- merchant

irregular √

Number Correct 2 2

Total 4

Sample Scoring: Graded Words

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Your Turn: Graded Words

List B 3717 Sight Analysis

Humidity

Enlarge

Expel

Remainder

Industrious

Pamphlet

Number Correct

Total

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Jerry Johns (start on one level easier than word lists suggests)

Running Records◦ Reading A-Z◦ Blank Sheet of Paper

Formative AssessmentsLonger Passages

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Make student comfortable Use consistent system of coding Self-corrects are a GOOD thing Checking for decoding, fluency, expression,

comprehension (with re-tell) Write down exactly what student says over

the word.

Running Record with blank paper

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Many people know that Helen Keller was deaf and blind.Not as many people know about Anne Sullivan. √ √ √ √ √ Keeler √ √ √ ^probably √.√ -- √ √ √ √ Alan/sc Sulls. √ = Word is correct Keeler = Student read word incorrectly in this way. ^ = Student added a word -- = Student omitted a word SC = Self-correct

Now it’s your turnAnne Sullivan was born in 1886---more

than 135 years ago. She was nearly blind herself. At the age of ten, she was sent to a poor house away from her family. When Anne was fourteen, she was admitted to an institute for the blind in the city of Boston. She had several eye operations and was able to learn to read.

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Analysis is important!

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Other Formative Assessments

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Writing Analysis

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Target 1 Extended Reading and Writing

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Target 2Comprehending, Studying, and Evaluating Ideas

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Target 3Reference Skills

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Target 4Word Study, Spelling, and Strategy

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Target 5Sentence Skills

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Pulling it all together