I feel that Rasninski's Chapter on assessment was helpful to me to get a general overview of assessments: asking the right questions, how to get evidence (though these were all informal assessments), and what to look for (patterns and diagnosis). Most of the examples of informal assessment were similar to those we discussed in Emergent Lit.(last semester with Mrs. Hendrix). The best/most accurate assessments are informal and are based on evidence gained through time spent observing and gathering data, then finding patterns. These for the most part seem like ongoing assessments on progress/development, though I guess that they could be used to get a starting point assessment. What I'd like to know is what specific formal/informal assessments will we use with clients when we begin to work with them? Would we ask them to read a passage? Write what they hear? Identify words heard? Thank you, Linda Matsuda
Chapter 13 helped me get a feel for the assessment process, whereas class gave me information on what skills we need to assess that the children have. Both the class and the reading really enforced that each child is so different and requires a lot of individual assessment and attention. I don't have any specific questions yet, I would just really like to see an example of assessment or go through the process.
During my reading so far, I found the information on trusting your judgment to be very interesting. The text gave an example of a teacher named Sue who thought a certain student was an exceptional reader, but standardized test results said differently. She then questioned herself. If I were Sue, I may have felt the same way. The authors are right though, why trust the standardized test over yourself - perhaps this student just doesn't test well but is, in fact, an extraordinary reader.
I also really liked the example of Brenda the Title I reading teacher, because it made me think about context clues. When reading this section, I realized that I often tell my daughter "sound it out" when she comes across a word she doesn't know. Upon reflection, I realize that she actually does use context clues anyway, but it is important for me as a teacher to realize that I do this and improve myself by teaching students multiple strategies instead of just this one.
I found useful strategies and confirming information in this chapter. Assessments are anecdotal and personal. They should include conversations with the students about books they read, their strengths, and goals using neutral questions. As a people watcher by nature, I found the information on Kid watching very helpful. Like being able to see a difference in recurring and isolated behaviors and the benefits of intensive assessments to begin and spot checking through out the year. One question I have is when is it appropriate to seek outside help in observing, interviewing, and assessing a student?
Co-founder and former director of the Center for Literacy and Disability Studies at UNC-Chapel Hill. Currently professor in Language, Reading, and Exceptionalities Dept. at Appalachian State University.
I feel that Rasninski's Chapter on assessment was helpful to me to get a general overview of assessments: asking the right questions, how to get evidence (though these were all informal assessments), and what to look for (patterns and diagnosis). Most of the examples of informal assessment were similar to those we discussed in Emergent Lit.(last semester with Mrs. Hendrix). The best/most accurate assessments are informal and are based on evidence gained through time spent observing and gathering data, then finding patterns. These for the most part seem like ongoing assessments on progress/development, though I guess that they could be used to get a starting point assessment. What I'd like to know is what specific formal/informal assessments will we use with clients when we begin to work with them? Would we ask them to read a passage? Write what they hear? Identify words heard?
ReplyDeleteThank you,
Linda Matsuda
I guess some of my questions were answered when I downloaded and printed the ERSI materials!Sorry!
ReplyDeleteLinda Matsuda
Chapter 13 helped me get a feel for the assessment process, whereas class gave me information on what skills we need to assess that the children have. Both the class and the reading really enforced that each child is so different and requires a lot of individual assessment and attention. I don't have any specific questions yet, I would just really like to see an example of assessment or go through the process.
ReplyDeleteDuring my reading so far, I found the information on trusting your judgment to be very interesting. The text gave an example of a teacher named Sue who thought a certain student was an exceptional reader, but standardized test results said differently. She then questioned herself. If I were Sue, I may have felt the same way. The authors are right though, why trust the standardized test over yourself - perhaps this student just doesn't test well but is, in fact, an extraordinary reader.
ReplyDeleteI also really liked the example of Brenda the Title I reading teacher, because it made me think about context clues. When reading this section, I realized that I often tell my daughter "sound it out" when she comes across a word she doesn't know. Upon reflection, I realize that she actually does use context clues anyway, but it is important for me as a teacher to realize that I do this and improve myself by teaching students multiple strategies instead of just this one.
I found useful strategies and confirming information in this chapter. Assessments are anecdotal and personal. They should include conversations with the students about books they read, their strengths, and goals using neutral questions. As a people watcher by nature, I found the information on Kid watching very helpful. Like being able to see a difference in recurring and isolated behaviors and the benefits of intensive assessments to begin and spot checking through out the year. One question I have is when is it appropriate to seek outside help in observing, interviewing, and assessing a student?
ReplyDelete