High School Statutory Authority:
About Running Records Why Use Assessments Assessments help you identify areas of instruction to meet every student's individual needs. Foundational skills require mastery before students can become fluent readers and comprehend what they are reading.
Identifying key foundational skills and complex reading behaviors with assessments helps you focus your instructional time on concepts students struggle to understand. How to Use Assessments An assessment is any formal or informal measurement of student progress used to improve overall learning.
Use our formal assessment tools to help diagnose a student's instructional needs and their understanding of the instruction delivered. Use a variety of Reading A-Z resources as opportunities for students to practice important skills measured by Common Core ELA assessments scheduled to replace most formal end-of-year state tests in the school year.
Be sure to look for opportunities for Close examination of text Mastery of complex literary and informational reading Inferring meaning from what is read Building arguments using evidence from the text Provide students opportunities to practice some of these assessed skills with increasingly complex texts in our Leveled Book collection and by using our Leveled Book Support Resources, including Common Core SupplementsDiscussion Cards, and Comprehension Quizzes, along with other resources such as Close Reading Packs.
Other Assessment Tips Student Talk After the reading, talk to the student about some of the things she or he did during the reading.
Reinforce and praise certain behavior with comments and questions that focus on specific behaviors. For example, after the student reads the text, you might focus on a self-correction and ask, "How did you know it was people and not persons?
The behaviors to look for will vary with the reading level. They include the following: Does the student have mastery of directionality, one-to-one correspondence, return sweep, and so forth? Did the errors made by the student make sense or sound right?
Did the student attempt to self-correct? Did the student use the meaning, structure, and visual cues to identify words and get meaning from the text? Did she or he use them in an integrated way, or did she or he rely heavily on one particular source of information? Did the student make an attempt to read a word before asking for your help?
How was the student's fluency? Did she or he just word-call? Did the student seem to recognize phrases? Were there many pauses?
Were the pauses lengthy?A Critical Analysis of Eight Informal Reading Inventories By: International Reading Association. There are a number of current informal reading inventories — each has its strengths, limitations, and unique characteristics, which should be considered in order to best fit a teacher's needs.
[ Back to main "What We Know" page] [ Back to Squire Office Home Page] What current research says about effective assessment: 1) Multiple assessments are needed for an accurate portrait of the academic achievement of all students.
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Focus areas include decision-making, consent, privacy, confidentiality, research and physician responsibilities. Informal assessments (also called authentic or alternative) allow teachers to track the ongoing progress of their students regularly and often.
While standardized tests measure students at a particular point in the year, ongoing assessments provide continual snapshots of where students are. Introduction Professors who teach thinking skills such as arguing, analyzing, synthesizing, drawing conclusions, solving problems, making decisions, and evaluating need to know how well their students can use these skills.
Educational assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), the institution, or the educational system as a whole.