Session 2

FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment

S2 1

Florida K-12 Reading EndorsementFlorida K-12 Reading EndorsementCompetency ThreeCompetency Three

Foundations of AssessmentFoundations of Assessment

Session TwoSession Two


S2 2

Quote

“… reading is a message-getting, problem- solving activity which increases in power and flexibility the more it is practiced.”

~ Marie M. Clay, 1991Becoming Literate: The

Construction of Inner Control, p. 6


S2 3

Define system:

A group of elements that interact and function together as a whole.


S2 4

Define working system:

A group of elements that interact and function together as a whole capable of being used to further an activity.


S2 5

Define assembling a working system:

To bring together a group of elements that interact and function together as a whole capable of being used to further an activity.


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Working systems identified by the National Reading

Panel, 2000

Comprehension

ComprehensionCom

preh

ension

Com

preh

ension

Fluency

VocabularyAlphabetics (Phonemic awareness & Phonics)


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When he first came there she resented him; after that she had gone on to ignore him. It had been clear enough at first that she did not like his being there. The companionship and the interest that he had there was with Stenning in their work and in the farm. She had a habit whenever they were in the house together of always interrupting Johnson when he spoke. She always helped him last at meal-times, so that it should be plain that he was their servant and not one of them.

taken from Clay, 1991, Becoming Literate: The Construction of Inner Control, p. 9


S2 8

The making and breaking of chemical bonds is the job of a particular and very varied group of substances found in every living cell and in many body fluids such as saliva and gastric juices—the enzymes. These compounds speed up the forming or decomposing of polymers and other complex substances by making or breaking the chemical bonds between the various parts of these giant molecules. Any one enzyme can usually act on only one particular bond, say, for example, the bond between two glucose molecules in a starch chain. Thus every different chemical reaction needs its own enzyme.

taken from Clay, 1991, Becoming Literate: The Construction of Inner Control, p. 9


S2 9

From the brain the circumoesophageal commissures pass around the gut to the suboesophageal ganglion lying ventrally in the head. Nerves arising from here innervate the mouth parts. From the suboesophageal ganglion paired connectives pass back to the pro-thoracic ganglion in the floor of the prothorax. Then follow the next two thoracic ganglia. The ganglia supplying the first two abdominal segments have probably fused with the meta-thoracic ganglion. taken from Clay, 1991, Becoming Literate: The Construction of Inner Control, p. 9


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THINKING EXECUTING

ADJUSTING RETHINKING


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THINKING EXECUTING


contex

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context


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Graphophonic Working System

THINKING EXECUTING


contex

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contex

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context


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GraphophonicWorking System

Lexical Working System

THINKING EXECUTING


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Schematic Working System


THINKING EXECUTING


contex

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context


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Syntactic Working System



THINKING EXECUTING


contex

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SyntacticWorking System

Semantic Working System




THINKING EXECUTING


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Pragmatic Working System

THINKING EXECUTING


contex

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context


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Pragmatic Working System

THINKING EXECUTING


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context

context


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• Comprehension and fluency are paramount

• Working systems may create new sources of information

• Phonemic awareness, phonics, vocabulary, comprehension and fluency are embedded in context

• Feedforward (predicting and anticipating) makes the process efficient

• Feedback (checking, searching, and self-correcting) makes the process effective

• Working systems are transformational

A Model of Reading As A Process


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To obtain a complete picture of overall To obtain a complete picture of overall reading development . . . it is . . . reading development . . . it is . . . importantimportantto observethe way that the child integratesall sources of informationabout words in text,and this can only be estimatedby carefullyobserving childrenas they read connected passages.

~ Joseph L. Torgesen, 1998Catch Them Before They Fall

American Educator, Spring/Summer 1998, 22, p. 39


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• Assessment helps the reader to make adjustments while reading the text.

• Assessment is the teacher’s window into the student’s reading processes.

• Assessment is one of the complex processes of literacy and reading instruction.

A Model of Reading As A Process


S2 22

Florida’s Formulafor Reading Success

5 + 3 + ii + iii = No Child Left Behind

5 — critical areas of reading identified by the NRP3 — types of assessment to guide instructionii — initial instruction in all classroomsiii — immediate intensive instruction


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Purposes of Assessment

An effective and comprehensive reading program includes the following assessments to accomplish four purposes.

ScreeningProgress MonitoringDiagnosisOutcome Measurement

Often, the same assessment is used for the purposes of screening and outcome measurement, hence the 3 assessments designated in Florida’s Formula.


S2 24

Some Types of Tests

• Norm-referenced• Criterion-referenced• Survey Test• Diagnostic Tools• Formal• Informal

Education

Session 2