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What literacy assessments do you use in your classroom? Examine your literacy assessments and develop an assessment inventory identifying the following criterion: What is their frequence of use? What are the consequences of their use? What is their suitability and usefulness in monitoring student literacy development? As a classroom teacher what are your roles and responsibilities for making informed reading assessment decisions?
Session 3 – Discussion
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How you will use the information from these running records to inform your instruction? Be specific. Please explain what is meant by this statement: “Running records and reading inventories are often strong examples of authentic assessment.” Afflerbach, 2007.
Session 4 – Discussion
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Why is it important to understand the differences between product and process assessments and their varied roles? What are the implications for you as a teacher? What are some new understandings for you about portfolio assessment? In what ways do you plan to use portfolio assessments with your students? Be specific.
Session 5 – Discussion
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Why is it important to have a repertoire of diverse literacy assessments in your classroom assessment toolkit? Based on your understanding of these literacy assessments how would you select tools to use with your students? What are some new understandings for you about diverse literacy assessments? In what ways do you plan to use the above assessments with your students? Be specific.
Session 6 – Discussion
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Identify an assessment routine currently implemented in your classroom that is in need of revision in relation to accommodation of a particular student’s needs. Describe how accommodation is needed and the nature of the accommodation to be made.
Reflect on your current assessment routines. Do you make conscious accommodations for particular students in your classroom? What is the basis for making these accommodations? How do these accommodations make the assessment fair while still maintaining the validity and reliability of the assessment?
Session 7 – Discussion
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Why is it important to understand the research behind 6 traits writing assessment and all literacy assessments? What accommodations can be made to 6 trait writing assessments to best meet the needs of diverse learners while still maintaining the reliability and validity of 6 trait assessments? What were one or two new understandings for you about 6-trait assessment based on your assignment? What questions do you continue to have regarding writing assessment, and where might you find the answers to those questions?
Session 8 – Discussion
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Why is it important for the teacher to have a thorough understanding of each of the following key components of an ARI: Reading interviews, prior knowledge/prediction analysis, oral reading miscues? What accommodations can be made during administration of ARIs to best meet the needs of diverse learners while still maintaining the reliability and validity of the assessment? Be specific.
Session 9 – Discussion
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Did you discover any new types of student reading information based on his/her ARI results? Be specific. A key aspect of literacy assessments is to provide information to inform teacher instruction. What strategies will you use to make sure you are incorporating student assessment data in your daily instruction?
Session 10 – Discussion
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Choose one aspect of students’ reading development that you feel is underrepresented in current approaches to assessment in your school or classroom. Determine how you can begin to assess, address and report on this aspect of reading development.
Think of a recent learning experience you had. How did you know how you were doing? How did you know how well you did upon completion of the task? What can this teach you about effective questions to ask of students’ literacy assessments?
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