Web 2 assessment pres2
- 1. WEB 2.0 ASSESSMENT PRESENTATION By: Kimberly Brobston Saint Leo University
- 2. TYPES OF ASSESSMENTS As stated by Reutzel & Cooter (2011), “Reading assessment is not just a one-shot activity done at the beginning of the year, but an ongoing and integral part of teaching and learning”. (pg. 13) There are four types of assessments that include: Screening Diagnostic Progress Monitoring Outcome Measures
- 3. SCREENING The purpose of screening instruments for assessment, according to Vogt & Shearer (2011), “is to measure critical skills that are high predictors of future students’ performance”. This is the first alert that a student may need help with the reading process in order to progress to the next level. Examples of screening include: A computer-based assessment that assesses basic reading skills in students is called FAIR (Florida Assessments for Instruction in Reading). This is an assessment available to K-12 public schools free of charge. For emergent readers, teachers or reading coaches may use tests of alphabet knowledge or phonological awareness as screening assessments. The data that is generated from reading screening provides information that can help determine a student’s phonological abilities.
- 4. DIAGNOSTIC The purpose of diagnostic testing is to identify where students have difficulties is specific areas. (Vogt & Shearer, 2011) Examples of diagnostic include: The Diagnostic Assessment of Reading, Second Edition, feature listening vocabulary tests. The student gives the definitions for target words. (Gunning, 2010) Early Reading Diagnostic Assessment (ERDA), is a diagnostic test that focuses on K-3, its major component is phonological awareness and is norm referenced. Diagnostics data results will help provide teachers a way of design or modify a plan for intervention. Teachers can use results to create reading groups and to plan lessons that target key areas of reading instruction.
- 5. PROGRESS MONITORING The purpose of progress monitoring is to assess students periodically. This monitoring keeps the teacher informed about the students progress in learning. Examples of progress monitoring include: CBMs (Curriculum-based measures) assess overall indicators of proficiency. They measure the same skill over and over again. DIBELS (Dynamic Indicators of Basic Early Literacy Skills) are very brief, individually administered of the critical early pre-reading and reading skills. Data from progress monitoring will help determine if interventions, small group instruction and plans are providing help for the student to make appropriate growth in their grade level.
- 6. OUTCOME MEASURES The purpose of outcome measures is to determine the overall effectiveness of the literacy program for the students for a district or school. Generally given at the end of the year or end of a semester. Examples of outcome measure assessments include: FCAT (Florida Comprehensive Assessment Test) is developed to measure performance in content area for the state. Teachers may use end of the chapter test in order to determine if students met expectations of a unit of study presented over a set amount of time. Data is used to provide education information to inform policy and support high standards that will improve student achievement and opportunities throughout Florida’s education system. (Florida DOE, 2013)
- 7. REFERENCE Bureau of K-12 Assessment (2013) Department of Education. Retrieved from http://www.fldoe.org/arm/ Gunning, T.G. (2010). Assessing and correcting reading and writing difficulties (4th ed). Boston, MA: Allyn & Bacon. Reutzel, D.R., & Cooter, R.B., Jr. (2011). Strategies for reading assessment and instruction: Helping every child succeed. Boston, MA: Pearson Education, Inc. Vogt, M., & Shearer, B.A. (2011). Reading specialists and literacy coaches in the real world (3rd ed.). Boston, MA: Pearson Education, Inc.