We must rely on research. It is more reliable than tradition. Science and scientific inquiry is the heart of good instruction. That is the true purpose of improving. When we search for ways to uplift literacy through teaching reading.

- Professor Victor C. Villanueva

activities undertaken by teachers -- and by their students in assessing themselves -- that

provide information to be used as feedback to modify teaching and learning activities.

Effective Assessment demonstrates alignment of four component.

We do assessment because we want to know if the instruction worked for the learners, what works for the teachers, what works for the whole system.

Assessment is one way to recognize advancements in appropriate standards.

Which children are at risk for experiencing reading difficulties now and in the future?

Which children will need additional intervention to meet reading goals?

Are the children on track for meeting end of the year targets?

Is intervention enabling children to make sufficient progress?

Is instruction working?

Have we accomplished our literacy goals? Did our students improve from beginning of the

school year? Is our reading program meeting the needs of the

children? How can we make our reading program better?

Assessment shall be used primarily as

a quality assurance tool

to promote self-reflection and personal accountability for one’s learning.

HolisticStandards-basedFormativeDevelopmentalQuality of student learningCritical evidence of learning: content

and performance

Information on teaching practicesGuidance in design and delivery of

student learning Information for parents to support

their children’s development and growth

Substantive content in the curriculumFacts and information the students

requireGathering old and new information

Constructing meaning and understanding Interpreting old and new information Checking comprehension by translation,

interpretation and extrapolation.

Big ideas, principles and generalizationsKnowing when to apply; why to apply; and

recognizing patterns of transfer to situations that are new and unfamiliar

Breaking down big concepts into smaller concepts

Real-life application using authentic tasksEvaluating ideas and concepts according to

set standards and criteriaCombining elements into a pattern that

wasn’t there beforeApplying the new information to new

situations and making judgments

Memory/Right There

Think and Search

The Concept and Me

On My own

Signal Words Who, what, where, when…

Why, how and what ways

Imagine, suppose, predict, if/then

Defend, judge, justify/what do you think?

Cognitive Operations

Naming, defining, identifying, designating

Explaining, stating relationships, comparing and contrasting

Predicting, hypothesizing, inferring, reconstructing

Valuing, judging, defending, justifying

Building KPUP Activit ies

Memory/Right There

Think and Search The Concept and Me

On My own

Signal Words Who, what, where, when…

Why, how and what ways

Imagine, suppose, predict, if/then

Defend, judge, justify/what do you think?

Example Operations

Recitation ExercisesSupplying examplesDirect QuestioningPencil and Paper Tests

Oral Reading ExercisesSilent Reading ExercisesRetelling ExercisesResponses to Texts

Discussion ActivitiesCreative projectsWriting projects

Literacy performancesStandardized AssessmentsReading on my ownReflective Journals