assessment
criteria
http://dlibrary.acu.edu.au/
 Balanced
No
one type
should
be used to
exclusion
different
methods
|
Valid
Assesses
Knowledge, Understandings, Skills and Values
reading
bingo
|
Manageable
Where
possible opportunities should be time efficient, by addressing more than
one outcome at a time.
checklists
/ observation
|
Appropriate
adaptation may be necessary dependent on the age or skill of the students.
cloze
exercises
|
|
Varied
diagnostic
standardized tests
formative
running records
summative
Blooms stems- novel study
|
Equitable
A
range to suit different learning styles e.g Gardner's
multiple
intelligences
adaptative dimension in the high school
multiple options
Be conscious of the particular needs of ESL students
: vocabulary development; field
knowledge; comprehension.
graphic
organisers
|
Engaging
student
centred with opportunity for student self assessment and reflection on
achievement and progress.
Oral Reading Rubric
rubrics
|
Comprehensive
a
number of times, and in varying contexts.
comprehension
levels
|
School Approach
decisions
need to be made collectively relating to curriculum, class groupings, timetabling,
programming and resource allocation
Scope and Sequence,
Running
Record admin,
cooperative planning, basic
skills recommendations
|
ICT inclusive
and non-linear
texts
|
|
The
teacher's role: Observing, interacting and analysing
 Balanced
Different assessment
methodologies
comparing
students' work against a standards framework of syllabus outcomes
|
Valid
Reading
Bingo
|
Manageable
Checklists
/ Observation
Checklists and rating scales
have the advantage of being relatively easy to design, undemanding of time,
and applicable to more than one child at a time, but they are limited to
the specified traits or behaviors, lacking information on the context or
quality of the behavior, and they are subject to the observer's interpretation.
Teacher made checklists can be an integral part of the teaching and learning
process when they are clearly linked to the syllabus outcomes and exist
in the lesson as a normal classroom activity. Separate components may be
cumulatively assessed and dated.
|
Appropriate
cloze
exercises
A "fill-in-the-blanks"
activity where the learner uses clues from the context to supply words
that have been deliberately removed from the text. Responses (dependent
on words omitted) reveal both text comprehension and language mastery levels.
The performance criteria should specifically relate to the relevant syllabus
outcome.
clever
cloze
involves students drawing on their understandings of the political nature
of texts to deconstruct and then reconstruct texts from a particular ideological
position.
Schools Group, Department
of Education, Science and Training, GPO Box 9880, Canberra City, ACT 2601.
http://www.myread.org/guide_cloze.htm
|
Standardized
tests
A standardized test is one
that is administered under standardized or controlled conditions that specify
where, when, how, and for how long children may respond to the questions
or "prompts." They present the same tasks and require the same response
modes from all test takers. They provide tables of norms to which
the scores of test takers can be compared in order to
ascertain their relative standing. comparing their prior and current learning
achievements, or comparing their achievements to those of other students.
Indicate not only areas of strength, but areas of need.
The Burt Word Reading Test - is
a measure of
single word recognition still
provides a good reliable measure of relative reading
gain over time. Note that the maximum
reading age possible on the Burt is about 13 years.
Waddington Diagnostic Spelling Test
The South Australian Spelling Test
(SAST),
printed
in Peter Westwood, 1999, Spelling: Approaches to teaching and assessment.
ACER Press.
This test assesses spelling performance from age 6 to over
15 years and is popular because it has Australian norms.
The Torch Comprehension Close assists
teachers to interpret performance in reading comprehension skills and provides
the opportunity to compare student performance with
an Australia-wide sample of over 7000 students from Years 3-10.
The Nonword Reading test Martin
and Pratt Nonword Reading Test (MPNRT), Martin, F. & Pratt, C., 2001,
ACER Press. Regular word structures are used for nonword items to enable
the student to employ phonological recoding strategies to produce the combined
sound of letter strings. Phonological recoding is the
ability to match a sequence of letters to its corresponding sounds (decoding)
and is indicative of a student's ability to read novel or unfamiliar words
in text. The use of non-words in a test such as this allows for
the detection of those students who are largely relying on compensatory
strategies rather than decoding strategies, when attempting to read.
The test consists of pseudowords, ranging from simple three letter
to multisyllabic "non-words". The test assesses performance between the
ages of 6 to 16 years, and is a good test of phonological coding containing
norms and "discontinue" rules. Children may stop before experiencing
a sense of failure.
|
Formative
Running
Records
analysis
of reading strategies
currently administered at our school at the beginning and end of each term
up to level 30. Once children achieve this level, they are deemed
to be independent readers and monitoring progress takes alternative forms.
Assessment of comprehenson continues to be a prioty.
Some
of the skills evident during a running record are:
fluency |
word recognition |
decoding |
intonation |
|
word meaning |
comprehension |
oral reading rate |
confidence |
knowledge
of punctuation conventions
underperforming
readers - strategies to assist specific problems
|
|
Summative
Blooms
question stems
|
Equitable
graphic organisers
They
combine both thelinguistic mode of learning (using words and phrases to
describe) and the non-linguisticmode (using symbols and arrows to represent
relationships) They permit the visual comparison of student understanding
to expert knowledge. (They are ususally quick, child friendly, not
restricted by writing skills and can be adapted ) e.g a
spider web. Since many graphic organizers
use short words or phrases, they are ideal for many types of learners,
including English Language Learners with intermediate
proficiency.
|
Engaging
Rubrics
A
rubric is a key that describes varying levels of quality from excellent
to poor for a specific assignment. All rubrics have two features
in common: a list of criteria and gradations of achievement. The
criteria are chosen to define and guide the teaching and learning.
Create
a New Rubric or one based
on a Template
sample
rubric
4Teachers.org
works to help you integrate technology into your classroom by offering
FREE online tools and resources.
High
Plains Regional Technology in Education Consortium
|
|
Comprehension
Multiple-choice
or short-answer tests can overemphasize low-level reading skills isolated
from a context of meaning. They may neglect critical or higher order
thinking and problem solving. "........
After reading, teachers need to use a range of strategies which ask questions
at three levels of comprehension. This will promote comprehension atseveral
levels:– literal; interpretive/inferential(between
the lines) and applied/critical
(making connections beyond the text). These comprehension activities may
be extended to accommodate the creative level. These activities could
include using a 3
level guide, dictagloss and guidednote-making........."
The
Teaching of Literacy in Sydney Catholic Schools, A
submission to the National Inquiry into the Teaching of Literacy.Catholic
Education Office, Sydney, 21st March 2005.
|
Incorporation of ICT
response
to webquests,
webpage construction, powerpoint
presentations, a school scope and sequence,
department
guidelines
|
|
