Assessing Literacy in the Content Areas
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Transcript of Assessing Literacy in the Content Areas
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Assessing Literacy in the Content AreasSeptember 13, 2012
+Questions before we begin????
+Great Ideas from Last Class on Creating a Trusting Environment “Give them some of my background info so that they
understand where I came from.” “Don’t be afraid of showing your knowledge in your
content area.” “Incorporate readings that would feel relevant to
them.” “Speaking to each child individually every day will let
them know you care.”
+Opening with Discussion
Why do we assess our students?* Think-Pair-Share
AssessmentPurposes
Assessment FOR Learning
[formative]
Assessment OF Learning
[summative]Assessment AS
Learning
Affective:Interests Attitudes
Self-concept
Interactive:Content Literacy
Student understanding
Student Self-assessment
Goal setting
+Affective Assessment: Getting to know students
Initial assessment Once a year / semesterWhat are students’
Interests in and out of schoolAttitudes about your subjectSelf-assessment of their capabilities
+What’s Easy – What’s Hard?
What’s easy about [English/math/science/social studies/art] and why?
What’s hard about [English/math/science/social studies/art] and why?
MODEL FOR STUDENTS AND SHARE
Engage in a T-Chart for your most difficult content area:
For me, it’s MATH.What’s Easy?(Reading, writing, learning)
There’s only one answer.Formulas are straightforward.
What’s Hard?(Reading, writing, learning)
There’s only one answer.Looks like a foreign language.Application decisions.
+ ALL-ABOUT-ME LETTERSBrainstorm before writing: questions/prompts
What do you do in your spare time? Do you have hobbies? Do you have someone you admire? Why? If you have a job? Tell about it. Do you have favorite books? What makes them your
favorites? What are your favorite subjects? Why? What subjects do you dislike? Why? What sports do you enjoy watching? Playing? What was the best thing to happen to you last year? The
worst? How did your best teachers enable you to learn from them?
Model and share your own all about me letter
+All-About-Me Write Back ExampleDear Students,
Before we get started in English, I want you to know a little about me. We may have some things in common, or we may be very different. You’ll have to read on to find out. I decided to become an English teacher because I really didn’t like my English teachers in high school, and I wanted to give students a better experience than the one I had. I didn’t become an English teacher because it was the only subject I enjoy (I also love science and history). I became an English teacher because I’ve always found that English had the best lessons to teach – life lessons – and I wanted to engage students in those lessons. I’m also very interested in learning how you can connect literature to your lives. I think my interest in literature came from my dad, who is actually a chemical engineer but loves to read and talk about books. I’ve always admired his diverse interests. When I’m not teaching English, I love to read (shocking, I know), and also run, hike, watch movies, and travel to different places. My favorite books are mainly classics, some of which we’ll read in this class (i.e., The Sun Also Rises), but I also love a good mystery novel. Really, any book that makes me think is a good book to me. I also LOVE magazines. I’m not a huge sports fan, but I love a good game of football (especially when the Tigers play) and tailgating with friends. I’m not a great athlete, but I played a lot of sports in high school. I’m looking forward to learning about your extracurricular interests as well and attending some of your games, exhibits, and performances. Welcome to English III! I look forward to reading your letters and getting to know you all.
Best,
Ms. Colwell
Dear Ms. Colwell,
+ Interest InventoryQuestionnaire / checklist
Hobbies TV, movies, music Job? Out of school activities - community In school activities Favorite subject(s) and why Least favorite subject(s) and why Sports Free time Literacy: books and authors; writing Technology use: Internet, IM, e-mail, video
games One thing I would like my teacher to know . . .
+Content Area Literacy Assessment - Interactive CLOZE Think Writes
+CLOZE - Why
Estimate comprehension of specific text
Choose passage NOT read yet and on grade level
Passage should be reasonably complete and coherent
Passage should come from first part of a chapter, unit, or introductory information on a topic
+CLOZE - Construction
Choose appropriate passage
Leave first and last sentence intact
Choose word at random in second sentence,
Replace with uniform blank line every nth word
Repeat until you have 25-50 blanks
+CLOZE Example
A diamond is one of the most beautiful treasures that nature ever created, and one of the rarest. It takes thousands of __1__ for nature to transform __2__ chunk of carbon into __3__ rough diamond. Only three __4__ diamond fields have been __5__ in the world in India, __6__America, and Africa.
+CLOZE Example
A diamond is one of the most beautiful treasures that nature ever created, and one of the rarest. It takes thousands of years for nature to transform a chunk of carbon into a rough diamond. Only three important diamond fields have been found in the world in India, South America, and Africa.
+CLOZE - Administration
Provide a short practice exercise first CLOZE is untimed Use answer sheet OR provide the exercise with blanks long
enough to write in
+CLOZE: Analysis
Accept only exact replacements Interpretation:
>60: independent level 40-60: instructional level <40: frustration level
Aggregate results
+Think Writes At beginning, middle, or end of class
Allow ~ 5-10 minutes
Use content focused prompts: Now I understand OR I’m still confused about Explain _____ to a student who was absent today
Variety of responses: written, drawn
+Think Writes
Can be ungraded or used for assessmentIf ungraded, gives an indication of lesson’s
successHelpful in planning future instructionClues to
Students’ problems solving strategiesStudents’ thinking about an issue or conceptStudents’ misunderstandings
+Think Writes: Analysis
Read through all Think Writes onceSeparate into 3-4 groups – intuitive
criteriaDescribe characteristics of each groupDO NOT count spelling or grammar –
focus on content
+Think Writes: Criteria
Accurate use of technical termsEvidence of relational knowledge:
connectionsExamples – from classExamples – novel [new]
+ Summative Assessment Tests:
Multiple Choice, Fill in the blanks, True-False, Short Answer, Essay
Authentic assessments: Students use acquired knowledge and skills Process and product assessed – usually teacher-designed Use criteria – created with or provided for students before they
complete the assessment Teacher observations, student journals, portfolios, inquiry
projects, exhibitions, essay questions,
Performance assessments: Similar to authentic assessment Externally established criteria Involve some type of benchmark or criteria for judging student
performance – usually a rubric
+Assessing Digital Literacy
Taxonomy of skills developed by the Teaching Internet Comprehension to Adolescents Project (TICA) www.newliteracies.uconn.edu/iesproject/index.html
Identifying a question or defining a problem Using the Internet to locate information Critically evaluating the information Synthesizing information from multiple sources Using one or more Internet communication technologies
to share a response
+Standardized Testing
Paper arguments:
1) Divide into two groups and gather at your designated area
2) Using your t-charts from homework, bullet the four strongest arguments for or against standardized testing (depending on your area) and leave space between the arguments
3) Switch areas and develop counter claims for the arguments on the paper – write the counter claim below the argument on the paper
4) Switch back to your initial area, consider each claim and counter claim and determine whether, as a group, you agree or disagree with each counter claim
5) Report out
+Assessment as Learning
Portfolios: Ownership portfolio
Purpose: Allow students to display and reflect on their accomplishments
Emphasizes student choice, reflection, and self-assessment Feedback portfolio
Purpose: Guide student learning and to communicate with parents
Provides overall portrait of a students’ development, strengths, and needs
Accountability portfolio Purpose: Demonstrate student achievement for accountability or
program evaluation Meets externally imposed criteria
+“Tough, but fair” Grading
Select assignments, tests, or projects that reflect and measure what you value most as a teacher
Provide a variety of opportunities to earn extra credit However, think about what that extra credit encourages
Be clear about your grading system and standards Be clear about how you will assess specific assignments
and tests Collaborate with students to set and achieve goals and
to deconstruct language of both official and teacher-devised standards
+Assignments for Thursday 9/20
By MIDNIGHT TONIGHT post your first reflection on Discussion Board
Read handout on learning cycle – on BB Keep working on (or start) your Disciplinary Literacy
Graphic Essays
+A Closing Thought…
http://youtu.be/_A-ZVCjfWf8
+Exit Slip
Choose one of the following:
Now I understand . . .
I’m still confused about . . .
This is your ticket out the door --