By Jeanne R. Paratore EdD, Rachel L. McCormack EdD
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Additional resources for Classroom Literacy Assessment: Making Sense of What Students Know and Do (Solving Problems in the Teaching of Literacy)
Here are some ways to start. Think Aloud about Questions and Tasks Whenever you assign a task to students—questions, a project, an assignment—take some time to think out loud about what skills are required to be successful. This practice is consistent with research on best practices for assessment (Stiggins, 2005). Involve students in considering questions such as: What is the purpose of the task (question, project, assignment)? What are the most important parts of the task (question, project, assignment)?
Chelsea begins reading from A Hole in Harry’s Pocket (Bloksberg, 1995) as her teacher takes the running record, but after just a few seconds she runs into difficulty: CHELSEA: Harry lik . . liked to walk to the store. He liked to hop on the ker, cr, crub, crub, kir, crib, crub . . (22 seconds of working on the word). See, my mom is teaching me the sound of the letters but and there’s are all kinds of sounds for the u. TEACHER: And I can hear that you are trying out some different sounds for it.
The most far-reaching standards are those that suggest goals for students as future citizens. Ideally, well-conceived standards guide students in finding a unique place for themselves in society and in life. The popularity of the standards movement in the 1990s and beyond is testament to the influence of standards in guiding teachers toward creating rich and relevant experiences for their students. Since the onset of the testing movement and its intensification, inspired by No Child Left Behind, many have questioned whether the standards movement, as originally conceived, would survive (Conley, 2005).
Classroom Literacy Assessment: Making Sense of What Students Know and Do (Solving Problems in the Teaching of Literacy) by Jeanne R. Paratore EdD, Rachel L. McCormack EdD