Topic 7 Assessment of Literary Skills

7/29/2019 Topic 7 Assessment of Literary Skills

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GED 1073

EARLY LITERACY AND

LANGUAGE

SAADAH KHALID


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ASSESSMENT OF LITERARY SKILLS


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TOPIC OUTCOME

Should be able to :

1. Identify the importance of assessments in ECEclassrooms.

2. Identify the appropriate assessment tools forassessing young children.


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INTRODUCTION

The assessment of young children is very

different from the assessment of older

children and adults in several ways. The greatest difference is in the way

young children learn.


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They construct knowledge in experiential,

interactive, concrete, and hands-on ways

rather than through abstract reasoning and

paper and pencil activities alone.


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To learn, young children must touch and

manipulate objects, build and create in

many media, listen and act out stories and

everyday roles, talk and sing, and moveand play in various ways and

environments


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Assessments should:

bring about benefits for children;

be tailored to a specific purpose;

be reliable, valid, and fair;


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bring about and reflect policies that

acknowledge that as the age of the child

increases, reliability and validity of the

assessment increases;

be age-appropriate in both content and

methodology


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be linguistically appropriate because all

assessments measure language; and

value parents as an important source of

assessment information.


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Technique Purpose Comments

Observation or "kid

watching"

Watch students'

performance in authentic

learning situations.

An essential procedure for

good classroom assessment

and evaluation.

Checklists Guide observations. May be used to guide

observations in many areas

related to literacy learning.

Records of independent

reading and writing

Keep track of independent

reading and writing.

Should be used at all levels;

gives insights about

students' attitudes and

habits.


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Retellings Assess meaning construction. One of the best procedures to

assess construction of meaning.

Pre reading plan (PREP) Assess prior knowledge. Helps you plan type of support

students need.

Responses to literature Assess meaning construction,

levels of thinking, and use of

strategies.

Shows how students use what

they have read and integrate ideas

into their own experiences.

Student self-evaluations Determine students' perceptions

of their own reading and writing.

Helps students take ownership of

learning.

Process interviews Gain insight into students' meta

cognition processes.

Individual procedure that should

be used selectively.


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Process interviews Gain insight into students'

meta cognition processes.

Individual procedure that

should be used selectively.

Teacher-selected reading

samples

Assess meaning

construction. Assess

decoding, if done orally.

Informal procedure; may be

collected and compared

over time.

Literature circles Assess meaning

construction.

Integrates instruction and

assessment

Interest inventories Determine students'

interests.

Provides a basis for planning

learning activities.

Scoring writing using rubrics Evaluate meaning

construction through

writing.

Provides a way of judging

writing by looking at the

entire piece.


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Miscue analysis Assess decoding and use of

strategies.

Procedure requires detailed

training.

Informal reading inventories Assess meaning construction

and decoding.


training. Use judiciously.

Running records Assess use of decoding

strategies.


training.

Performance assessments Assess application of all

strategies, skills, andknowledges.

Makes assessment an

integral part of instruction.

Assessment procedures

accompanying published

materials

Varies according to

publisher.

Should be used selectively.


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ASSESSMENT TOOLS

Early childhood assessment tools, one or

more of which could be included in a

quality assessment system for young

children.

When used together in an assessment

system, these tools will yield meaningful

and useful information to teachers,parents, and administrators.


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Observations and Checklists

Observations of child behaviors and skills

provide the teacher with a powerful

measure of a childs abilities.

For example, a teacher observation of a

child retelling what happened last night at

home with a big smile and expressive

language is a truer measure of orallanguage skills than asking the child to

retell a story in an unfamiliar setting.


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Anecdotal records

Anecdotal records are short, factual,narrative descriptions of child behaviors

and skills over time.


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Anecdotal records should be as objective as

possible and only a few sentences long. Gina,

age 4.10, chose the library center today.

She pretended to read Peter Rabbit to two dollbabies and Jessica.

She turned each page and recited with

expression the memorized words on each page.

She showed the picture at each page turn.


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Running records

Running records are similar to anecdotalrecords but are much longer.

An observer objectively writes in a

narrative format everything the child didand said for a specific time period such as

thirty minutes.

Running records are especially helpful inanalyzing social skill development or

behavior concerns


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Portfolio

A portfolio is a flexible and adaptable

collection over time of various concrete

work samples showing many dimensions

of the childs learning.


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This type of assessment tool is particularly

ideal for use in the primary grades when

children are developing knowledge and

skills in several subject areas at differentrates.

This type of assessment also focuses on

the childs strengths and demonstrationsof knowledge and skills.


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Diagnostic assessment

A diagnostic assessment identifies a range

of strengths and weaknesses in the child

and suggests specific remedial actions.

Classroom diagnostic assessments are

not direct measures of academic outcome

and should never be used for

accountability purposes alone.


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Guidelines when testing children

in preschool


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Administer tests in a one-on-one setting.

The child should know the test administrator

(preferably the teacher).

If it is not possible for the child to be tested by asomeone familiar, the test administrator should

use warm-up activities to build rapport with the

child.

Keep each testing session short.

Reinforce the child throughout the testing

session.


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THANK YOU

Topic 7 Assessment of Literary Skills

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