NBCT Literacy: RLA-EMC Assessment

Describe some purposes of literacy assessment.

• Monitor progress toward benchmarks and individual goals.

• Guide instruction to ensure instructional time is not wasted on skills mastered.

• Evaluate effectiveness of reading program.

• Pass or fail a student.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RI.8.10

Describe some characteristics of norm-referenced tests, and explain some advantages and disadvantages of their use.

• Students' performance is compared to a sample group of similar students with objectivity.

• Cover a broad range of skills, few questions per skill.

• Percentile ranking is used and at times grade-level equivalency reported.

• Norm-referenced testing is not a good way to assess students.

Tags

CCSS.RI.9-10.7

CCSS.RL.9-10.7

CCSS.RI.11-12.7

CCSS.RI.8.7

CCSS.RL.11-12.7

Describe how written language can be formally assessed. Explain the purposes of these assessments.

• Formally assessing writing just means teacher read writing and assigned a grade with no rubric or guide.

• Analyzing performance using rubric gives teacher a plan for individualized instruction.

• Scored using analytic or holistic rubrics containing criteria of performance.

• Writing prompts provided and at times passages to read and the write about a topic from passage.

Explain the criteria for determining if texts are at a students' frustration levels. Then describe how texts at the frustration level can be appropriately used in instruction.

• Benefit: Students are forced to read harder text.

• Consider both accuracy rate and comprehension. Less than 90% accuracy and 70% comprehension

• Benefit: enjoy topics of interest with read alouds or audio.

• Benefit: teachers can model strategies using difficult text during shared reading.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RI.8.10

Explain how assessment data can be used to differentiate instruction for individual learners, including struggling readers, English language learners (ELLs), and on-level and proficient readers.

• See if there are specific standards that need retaught to entire class or specific students.

• Form groups based on proficiency levels and target instruction of skills missed or plan enrichment for groups.

• Redesign interventions on place if needed or discontinue intervention if called for.

• Grade and keep teaching as you have been without analyzing.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RI.8.10

Define rubric, and explain the benefits of using rubrics to assess literacy development.

• Gives clear expectations for assignment and makes evaluation more consistent.

• Rubrics are objective and unclear.

• Evaluation tool used to assign scores to student work.

• Assess fluency, accuracy, prosody; evaluate projects; assess writing; can be adapted.

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RL.8.10

Explain the advantage and disadvantages of group and individual literacy assessments.

• Group- given all at once

  Ex: state testing

  Benefit: more efficient that individual, freeing up instructional time and classroom management

• Individual- given all at once

  Ex: state testing

  Benefit: more efficient that individual, freeing up instructional time and classroom management

• Individual- given one student at a time

  Ex: DIBELS/AIMSWEB

  Benefit: closely observe strategies used

• Group- given one student at a time

  Ex: DIBELS/AIMSWEB

  Benefit: closely observe strategies used

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RL.8.10

Differentiate among validity, reliability, and bias in testing.

• Validity is the most important when considering a test.

• Validity- how well tests measure what they claim to measure.

• Reliability- the consistency of the test results over time and among participants.

• Bias- occurs when the test design disadvantages certain groups of participants.

Tags

CCSS.RI.9-10.7

CCSS.RL.9-10.7

CCSS.RI.11-12.7

CCSS.RL.11-12.7

CCSS.RL.8.7

Describe the role that portfolios can play in literacy assessment and the advantages and disadvantages of their use.

• Portfolios are collections of students' projects and work over time.

• Portfolios can be used for students to evaluate their own progress and to confer with parents.

• Advantages: concrete evidence

• Disadvantage: subjective, teachers unaware of how to use to guide instruction

Explain some techniques teachers can use to analyze and interpret assessment data.

• Charts and graphs listing standards assessed and if proficient.

• Used to track standard proficiency and differentiate instruction.

• Used to track data and trends such as subgroups meeting expectations or not.

• Analyzing and interpreting data is not needed.