Session 2

Facilitator: Carmen S. Concepcion S2 1

Florida K-12 Reading EndorsementFlorida K-12 Reading EndorsementCompetency ThreeCompetency Three

Foundations of AssessmentFoundations of Assessment

Session TwoSession Two

S2 2

Agenda

• What Does Research Tell Us About Reading Assessment?

• Reading as a Process• Florida Formula• Pause and Share• Purposes of Assessment• Types of Tests• Pause and Reflect• Closing Comments• Follow Up

Facilitator: Carmen S. Concepcion

S2 3

Quote

“… reading is a message-getting, problem- solving activity which increases in power and flexibility the more it is practiced.”

~ Marie M. Clay, 1991Becoming Literate: The

Construction of Inner Control, p. 6

Facilitator: Carmen S. Concepcion

FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment

S2 4

Define system:

A group of elements that interact and function together as a whole.


S2 5

Define working system:

A group of elements that interact and function together as a whole capable of being used to further an activity.


S2 6

Define assembling a working system:

To bring together a group of elements that interact and function together as a whole capable of being used to further an activity.


S2 7

Working systems identified by the National Reading

Panel, 2000

Comprehension

ComprehensionCom

preh

ension

Com

preh

ension

Fluency

VocabularyAlphabetics (Phonemic awareness & Phonics)


S2 8

GraphophonicWorking System

Lexical Working System

Schematic Working System

SyntacticWorking System

Semantic Working System

Pragmatic Working System

THINKING EXECUTING

ADJUSTING RETHINKING

contex

t

contex

t

conte

xt

conte

xt

context

context


S2 9

• Comprehension and fluency are paramount

• Working systems may create new sources of information

• Phonemic awareness, phonics, vocabulary, comprehension and fluency are embedded in context

• Feedforward (predicting and anticipating) makes the process efficient

• Feedback (checking, searching, and self-correcting) makes the process effective

• Working systems are transformational

A Model of Reading As A Process


S2 10

To obtain a complete picture of overall To obtain a complete picture of overall reading development . . . it is . . . reading development . . . it is . . . importantimportantto observethe way that the child integratesall sources of informationabout words in text,and this can only be estimatedby carefullyobserving childrenas they read connected passages.

~ Joseph L. Torgesen, 1998Catch Them Before They Fall

American Educator, Spring/Summer 1998, 22, p. 39


S2 11

• Assessment helps the reader to make adjustments while reading the text.

• Assessment is the teacher’s window into the student’s reading processes.

• Assessment is one of the complex processes of literacy and reading instruction.

A Model of Reading As A Process


S2 12

Florida’s Formulafor Reading Success

5 + 3 + ii + iii = No Child Left Behind

5 — critical areas of reading identified by the NRP3 — types of assessment to guide instructionii — initial instruction in all classroomsiii — immediate intensive instruction


S2 13

Purposes of Assessment

An effective and comprehensive reading program includes the following assessments to accomplish four purposes.

ScreeningProgress MonitoringDiagnosisOutcome Measurement

Often, the same assessment is used for the purposes of screening and outcome measurement, hence the 3 assessments designated in Florida’s Formula.


S2 14

Some Types of Tests

• Norm-referenced• Criterion-referenced• Survey Test• Diagnostic Tools• Formal• Informal

Session 2

Education

reading assessment

types of assessment

reading endorsement

model of reading

reading success

quote reading

concepcion s2

comprehensive reading