Formative Assessment of progress in reading skills and attitudes PDF Download

Author:
Publisher: CHYPS, Learning
ISBN: 1904450377
Category :
Languages : en
Pages : 68

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Author: Alison L. Bailey
Publisher: Corwin Press
ISBN: 1452280703
Category : Education
Languages : en
Pages : 225

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"This book presents an easy-to-understand approach to a complex skill by employing accessible concepts and a research-based conception of classroom assessment. For today′s and tomorrow′s elementary teachers, this book is mandatory reading!" —W. James Popham, Emeritus Professor University of California, Los Angeles Use formative assessment to build language and literacy skills across the curriculum! Grounded in research and practice, this book shows both new and experienced elementary teachers how to use formative assessment as an integral part of effective language and literacy instruction for all students, including English language learners. This reader-friendly resource discusses the stages of literacy skill development and offers strategies for developing students understanding of academic language—the vocabulary used in classroom instruction and found in textbooks and tests. Alison L. Bailey and Margaret Heritage explain how formative assessment differs from other assessment models and demonstrate how their unique approach fits within broader frameworks for assessment and instruction. This guide provides instructors of both English language learners and native English speakers with the necessary tools to: Implement different kind of formative literacy assessments such as observations, planned-for interactions, and analyses of student responses Interpret the evidence gathered from formative assessments Develop a comprehensive system for assessing students Collaborate with colleagues, instructional leaders, and principals to build a culture that supports the use of formative literacy assessment Featuring authentic examples from classroom teachers and guidance for planning professional development in literacy assessment, this book gives educators the tools to implement this proven approach to literacy success!

Author: IRA/NCTE Joint Task Force on Assessment
Publisher: International Reading Assoc.
ISBN: 0872077764
Category : Education
Languages : en
Pages : 60

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With this updated document, IRA and NCTE reaffirm their position that the primary purpose of assessment must be to improve teaching and learning for all students. Eleven core standards are presented and explained, and a helpful glossary makes this document suitable not only for educators but for parents, policymakers, school board members, and other stakeholders. Case studies of large-scale national tests and smaller scale classroom assessments (particularly in the context of RTI, or Response to Intervention) are used to highlight how assessments in use today do or do not meet the standards.

Author: Connie M. Moss
Publisher: ASCD
ISBN: 1416626719
Category : Education
Languages : en
Pages : 200

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Formative assessment is one of the best ways to increase student learning and enhance teacher quality. But effective formative assessment is not part of most classrooms, largely because teachers misunderstand what it is and don't have the necessary skills to implement it. In the updated 2nd edition of this practical guide for school leaders, authors Connie M. Moss and Susan M. Brookhart define formative assessment as an active, continual process in which teachers and students work together—every day, every minute—to gather evidence of learning, always keeping in mind three guiding questions: Where am I going? Where am I now? What strategy or strategies can help me get to where I need to go? Chapters focus on the six interrelated elements of formative assessment: (1) shared learning targets and criteria for success, (2) feedback that feeds learning forward, (3) student self-assessment and peer assessment, (4) student goal setting, (5) strategic teacher questioning, and (6) student engagement in asking effective questions. Using specific examples based on their extensive work with teachers, the authors provide - Strategic talking points and conversation starters to address common misconceptions about formative assessment; - Practical classroom strategies to share with teachers that cultivate students as self-regulated, assessment-capable learners; - Ways to model the elements of formative assessment in conversations with teachers about their professional learning; - "What if" scenarios and advice for how to deal with them; and - Questions for reflection to gauge understanding and progress. As Moss and Brookhart emphasize, the goal is not to "do" formative assessment, but to embrace a major cultural change that moves away from teacher-led instruction to a partnership of intentional inquiry between student and teacher, with better teaching and learning as the outcome.

Author: Jason E. Miller
Publisher:
ISBN:
Category : Quantitative research
Languages : en
Pages : 184

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This quantitative research study examines the relationship between teachers' understanding of the formative assessment process and their students' growth in reading skills. Using a correlational research design, the participants included 93 teachers, kindergarten through sixth grade, in a south-central Minnesota school district. The district serves more than 7,000 students in grades K-12. A Formative Assessment Survey (based on the work of Edman, Gilbreth, and Wynn, 2010) was administered to these teachers. The school district provided the percentage of students who met or exceeded their Measures of Academic Progress (MAP) reading growth target for each teacher's classroom. A Spearman's rho correlation coefficient of .196, with a critical table value of .06, was calculated. Although the correlation coefficient was positive, the results indicated a statistically insignificant relationship between the two sets of data collected. Recommendations for further research include a closer examination of teachers' knowledge of, and application of, the formative assessment process.

Author: Kathryn Ecclestone
Publisher: McGraw-Hill Education (UK)
ISBN: 0335239455
Category : Education
Languages : en
Pages : 245

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Despite good intentions for formative assessment to enhance the quality of students' learning and motivation, it is widely misunderstood. Throughout the education system, it has become little more than a way of coaching students to meet the demands of summative assessment. This unique book combines theory, research and practical insights to demonstrate how teachers might enhance their understanding of formative assessment, particularly in vocational and adult education settings that are under pressure to meet targets for inclusion, retention and achievement. Drawing on recent research, the book includes six case studies that draw out the implications of the research findings to suggest ways in which teachers might change their assessment practice, despite the pressures in their own contexts. It considers: What is formative assessment, and what is it not? What impact do political and social factors have on assessment practices? Why do similar assessment practices have different effects in different 'learning cultures'? What role does subject knowledge play in educationally-worthwhile formative assessment? How can teachers, lecturers and other education professionals improve formative assessment? This book is essential reading for teachers, trainee teachers, staff development officers, researchers and those running training courses throughout the lifelong learning sector. It is ideal for those studying for PTLLS, CTLLS and DTLLS qualifications and for Cert Ed and PGCE awards related to the Lifelong Learning Sector. It is also relevant to various stakeholders involved in the design of qualifications, including awarding bodies, and to researchers interested in assessment and the impact of education policy on practice in all sectors of the education system, and particularly in lifelong learning. The book is authored with Jennie Davies, Visiting Research Fellow, University of Exeter, UK; Jay Derrick, Adult Education Consultant/Visiting Lecturer, Institute of Education, London, UK; and Judith Gawn, Regional Programme Director (LLN), NIACE London, UK.

Author: Knut Schwippert
Publisher: Waxmann Verlag
ISBN: 3830976666
Category : Education
Languages : en
Pages : 271

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Since 2001, the International Association for the Evaluation of Educational Achievement (IEA) has been conducting, in cycles of five years, the Progress in International Reading Literacy Study (PIRLS). The PIRLS program encompasses trend studies designed to monitor progress in reading achievement in an internationally comparative context. PIRLS 2001 and PIRLS 2006 both assessed primary school students in their fourth year of schooling (Grade 4 in the majority of countries). Progress in Reading Literacy in National and International Context is the second book to explore the influence of findings from the PIRLS surveys on different education systems. It presents a compilation of insights from 12 of the 35 countries that participated in PIRLS 2006. These insights relate to the impact of PIRLS on the systemic, governmental, administrative, and school-level aspects of the education systems featured and exemplify how PIRLS has influenced research initiatives, policy development, and national capacity-building. The primary aim of this book and its predecessor (Progress in Reading Literacy: The Impact of PIRLS 2001 in 13 Countries, edited by Knut Schwippert and published in 2007) has been to explore the opportunities that PIRLS’ findings hold for the development of education systems. Five of the 12 countries participating in the current impact of PIRLS project contributed to the 2001 project. For these countries, the current book provided opportunity to view, from a longitudinal perspective, the transformative processes initiated in response to the findings of both surveys. The book thus provides in-depth information on the various aspects of the national education systems represented herein that have originated, been restructured, or otherwise been modified as a direct or an indirect consequence of the results of the 2001 and 2006 PIRLS surveys. The book also gives a brief overview of the design, implementation, and main international findings of PIRLS 2001 and 2006. These introductory chapters are followed by country chapters, each of which is written by authors with unique insider perspectives gained from their work in their home institutions within their national contexts. Findings from these chapters are assembled in a comparative summary.

Author: Douglas Fisher
Publisher: ASCD
ISBN: 1416619224
Category : Education
Languages : en
Pages : 170

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A teacher presents a lesson, and at the end asks students if they understand the material. The students nod and say they get it. Later, the teacher is dismayed when many of the students fail a test on the material. Why aren’t students getting it? And, just as important, why didn’t the teacher recognize the problem? In Checking for Understanding, Douglas Fisher and Nancy Frey show how to increase students’ understanding with the help of creative formative assessments. When used regularly, formative assessments enable every teacher to determine what students know and what they still need to learn. Fisher and Frey explore a variety of engaging activities that check for and increase understanding, including interactive writing, portfolios, multimedia presentations, audience response systems, and much more. This new 2nd edition of Checking for Understanding has been updated to reflect the latest thinking in formative assessment and to show how the concepts apply in the context of Fisher and Frey’s work on gradual release of responsibility, guided instruction, formative assessment systems, data analysis, and quality instruction. Douglas Fisher and Nancy Frey are the creators of the Framework for Intentional and Targeted (FIT) Teaching™. They are also the authors of numerous ASCD books, including The Formative Assessment Action Plan: Practical Steps to More Successful Teaching and Learning and the best-selling Enhancing RTI: How to Ensure Success with Effective Classroom Instruction and Intervention.

Author: Brent Duckor
Publisher: ASCD
ISBN: 1416624783
Category : Education
Languages : en
Pages : 356

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How do you know if students are with you at the beginning, middle, and end of a lesson? Can formative assessment offer a key to better teaching and learning during instruction? What if you could blend different formative assessment moves in your classroom, with intention and care for all students, to help make better instructional decisions on the fly and enjoy more teachable moments? Educators Brent Duckor and Carrie Holmberg invite you on the journey to becoming a formative assessor. They encourage you to focus on these seven research-based, high-leverage formative assessment moves: Priming--building on background knowledge and creating a formative assessment–rich, equitable classroom culture Posing--asking questions in relation to learning targets across the curriculum that elicit Habits of Mind Pausing--waiting after powerful questions and rich tasks to encourage more student responses by supporting them to think aloud and use speaking and listening skills related to academic language Probing--deepening discussions, asking for elaborations, and making connections using sentence frames and starters Bouncing--sampling student responses systematically to broaden participation, manage flow of conversation, and gather more “soft data” for instructional use Tagging--describing and recording student responses without judgment and making public how students with different styles and needs approach learning in real-time Binning--interpreting student responses with a wide range of tools, categorizing misconceptions and “p-prims,” and using classroom generated data to make more valid and reliable instructional decisions on next steps in the lesson and unit Each chapter explores a classroom-tested move, including foundational research, explaining how and when to best use it, and describing what it looks like in practice. Highlights include case studies, try-now tasks and tips, and advice from beginning and seasoned teachers who use these formative assessment moves in their classrooms.

Author: Daisy Christodoulou
Publisher: Oxford University Press - Children
ISBN: 0198413904
Category : Education
Languages : en
Pages :

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Making Good Progress? is a research-informed examination of formative assessment practices that analyses the impact Assessment for Learning has had in our classrooms. Making Good Progress? outlines practical recommendations and support that Primary and Secondary teachers can follow in order to achieve the most effective classroom-based approach to ongoing assessment. Written by Daisy Christodoulou, Head of Assessment at Ark Academy, Making Good Progress? offers clear, up-to-date advice to help develop and extend best practice for any teacher assessing pupils in the wake of life beyond levels.