Remerciez-le!

Remerciez @Admin pour avoir partagé cet document gratuitement, de la manière la plus simple, en partageant sur les réseaux sociaux.

Study Guide Assessment is an integral part of instruction. For the past decade,

Study Guide Assessment is an integral part of instruction. For the past decade, the focus on assessment— particularly via high-stakes mandated tests—has shifted away from the classroom and left teachers feeling as if they are drowning in data. Assessment is, and needs to again become, much more than a number. Assessment in Perspective is about moving beyond the numbers and using assessment to find the stories they tell. This book helps teachers sort through the myriad of available assess- ments and use each to understand different facets of their readers. It discusses how to use a range of assessment types—from reading conference notes and student work to running records and state tests—together to uncover the strengths and weaknesses of a reader. The authors share a framework for thinking about the purpose, method, and types of different assessments. They also address the questions they ask when choosing or analyzing assessments: • What type of tool do we need: diagnostic, formative, or summative; formal or informal; quantitative or qualitative? • How do we use multiple assessments together to provide an in-depth picture of a reader? • When and how are we giving the assessment? • Do we want to be able to compare our readers to a standard score, or do we need to diagnose a reader’s needs? • Which area of reading does this tool assess? • How can we use the information from assessments to inform our instruction? • What information does a particular assessment tell us, and what doesn’t it tell us? • What additional information do we need about a reader to understand his or her learn- ing needs? The book emphasizes the importance of triangulating data by using varied sources, both for- mal and informal, and across multiple intervals. It explains the power of looking at different types of assessments side-by-side with displays to find patterns or inconsistencies. What’s more, students are included as valuable sources of data. Letting students in on the process of assessment is key to helping them set goals, monitor their own progress, and celebrate growth. When assessment is viewed in this way, instruction can meet high standards and still be devel- opmentally appropriate. The Common Core State Standards are one of the biggest changes in our nation’s his- tory in terms of education and assessment. Tammy and Clare remind us that although the Common Core is telling us—as teachers—what we need to teach our kids, it also suggests that we need to be the ones to orchestrate how we will teach and assess the standards. Assessment in Perspective offers strategies to navigate the assessment process with students in classrooms, within and across grade levels. The following are suggestions to help groups of educators read, discuss, and extend the ideas from Assessment in Perspective into classrooms. These ideas will come to life as teachers are given opportunities to put them into practice with their own students. With that in mind, we have developed discussion questions, pulled provocative quotes, and provided examples of student assessments from each chapter that will enable participants to reflect on the text as well as the reading lives of their students. We also encourage groups to try out some new prac- tices in their classrooms using specific professional development suggestions that are designed to foster collaboration and spark new thinking. 2 Study Guide for Assessment in Perspective Copyright © 2013 by Clare Landrigan and Tammy Mulligan Chapter 1: Moving Beyond the Numbers Questions for Group Discussions • What constitutes data for you? • How do you define assessment? • How has assessment helped you find the stories of your readers? Quotes to Ponder “Assessment is the thinking teacher’s mind work. It is the intelligence that guides our every moment as a teacher.” —Lucy Calkins (page 2) “There is no such thing as the perfect lesson, the perfect day in school, or the perfect teacher. For teachers and students alike, the goal is not perfection but the persistence in the pursuit of under- standing important things.” —Tomlinson and McTighe (page 3) The Stories We Carry What Constitutes Data? (page 5) Using Observations to Dig Deeper (pages 5–6) Professional Development Idea E Think and talk with your colleagues about the students in your room. What are the sto- ries you carry? Are there students you want to think about as you read this book? Study Guide for Assessment in Perspective 3 Copyright © 2013 by Clare Landrigan and Tammy Mulligan Chapter 2: Why Assessment? Why Now? Questions for Group Discussions • What are your beliefs about assessment? • What are your guiding principles about teaching and learning? • What are two or three things you know for sure? Quotes to Ponder Assessment needs to be the vehicle that moves us beyond defining our readers as a number. (page 9) Purposeful instruction is based on assessment. (page 9) No matter what standards or curriculum we are asked to teach, we always think about how to cre- ate a developmental approach to teaching those high standards. (page 11) We think it is more important now than it has ever been for us to balance knowing our beliefs with being open to learning about new methods in assessment and the practice of teaching reading. (page 12) The Stories We Carry What Data Are Valued in Our Schools? The Story of a First-Grade Team (page 16) When the Numbers Don’t Add Up (pages 16–17) • What did you notice? What did you wonder? • What connections could you make? Professional Development Idea E E Ask yourself, “What beliefs about assessment data do I want to hold myself accountable to?” These are the beliefs you want to make sure are in the forefront of your mind when you are choosing assessments, analyzing assessment data, and planning instruction. Following is a list of some of our favorite books to use when we are thinking about our beliefs around assessment: • What Really Matters to Struggling Readers, Third Edition by Richard Allington 4 Study Guide for Assessment in Perspective Copyright © 2013 by Clare Landrigan and Tammy Mulligan (Pearson, 2011) • What Really Matters in Response to Intervention by Richard Allington (Pearson, 2008) • Knowing Literacy: Constructive Literacy Assessment by Peter Johnston (Stenhouse, 1997) • Data Wise: A Step-by-Step Guide to Using Assessment Results to Improve Teaching and Learning by Kathryn Parker Boudett, Elizabeth A. City, and Richard J. Murnane (Harvard Education Press, 2005) Following are some prompts we have used to begin these types of conversations: • I think common assessments among schools are . . . • I think the move toward data-based decision making in education has . . . • I think that teachers working collaboratively to analyze assessments and plan instruction is . . . • When it comes to assessing our students, I believe . . . Chapter 3: Assessment Literacy Questions for Group Discussions • What areas of reading do your assessments measure? • What is the purpose of assessing? • What method of assessing will be most helpful at this point in time? • What type of data do you need? Quotes to Ponder “Assessment literacy is defined as an understanding of the principles of sound assessment and is present when a person possesses the assessment-related knowledge necessary to interpret and use the informa- tion.” —W. James Popham (page 20) Our informal assessments are designed by us to provide authentic information about how our readers are performing in the classroom. Formal assessments provide data on our students that are valid, reli- Study Guide for Assessment in Perspective 5 Copyright © 2013 by Clare Landrigan and Tammy Mulligan able, and can be used to compare students. (page 24) The concept of “literacy literacy” has really helped us become better teachers of reading. As we learn more about an assessment, we begin to ask more questions of ourselves as teachers of reading. (page 37) The Stories We Carry What Does the Assessment Really Tell Me? (pages 43–44) • What did you notice? What did you wonder? • How did taking the time to look at the assessment data build assessment literacy? Professional Development Idea E E Review Figure 3.4, “Taking a Look at Some Elementary Reading Assessments” (pages 30–31). How would you categorize the assessments you use? E E Read “Voices from the Classroom: Building Assessment Literacy” (pages 32-33). Choose one common assessment that you use. How would you categorize the assess- ment? It might be helpful to review the Assessment Literacy breakdown in Figure 3.1 (page 21). E E Learn more about assessment literacy. What are the different categories of assessments used to assess a student’s understanding of literacy? Is there an assessment category you are required to give that you don’t know much about? Read and talk with colleagues to learn more about it. E E Are there data that you are collecting but not using? Think more about the types of infor- mation these data can provide and how you could use them to understand your students and to uploads/Ingenierie_Lourd/ assessmentinperspective-guide.pdf