Reading Part 1: LE 4
Assessment and Evaluation
Questions you asked and answered about Assessment and Evaluation
How might you develop a rubric that can be used for multiple reading summatives instead of just one?
Where does reflection fit in the assessment diagram?
What are some examples of diagnostic reading assessments you conduct on students?
Why do you think ‘Norm-Referenced Assessment’ is no longer to be used in Ontario classrooms? Do you think it still has a place?
Should all rubrics be co-constructed with the class? How can this be done in primary?
Why is it important to give both positive and negative descriptive feedback?
If teachers only gave positive feedback, then the child and parents would not know what the child needs to work on to further their growth and learning. However, if the teacher only provided negative feedback, then the child would most likely get easily discouraged and frustrated, and could just “give up”. There needs to be a balance between positive feedback and constructive criticism. (Brittany F)
It is important to give both positive and negative feedback to let the students know where they are showing strengths and where they need to grow. If we were to always only give positive feedback to our students then they will not see where they need to develop to get to the next stage in their reading, language or writing. Positive feedback is a great motivator and encourages students to keep up the good work, but without negative feedback the students would not grow in their understanding and development. When I give feed back to my students it always starts with a positive thing, followed by something they can improve on, and ending with another positive idea about their work or learning. It is like a compliment sandwich. (Jessica W)
How do you weigh the different areas of reading in order to give an appropriate mark on the report card for Reading? In other words, how much of your mark is based on reading level (above/below/at grade level)? Or fluency and expression? Or comprehension?
I take all parts into consideration before labelling my students with a grade. I am concerned about their reading level because it is a measurement of what skills they are using. I believe fluency and expression goes along with each level. The idea that within that level they are able to read at an appropriate rate that allows them to add expression. Comprehension is a major part of moving up in level. I would not move a student to a new level unless they comprehend what they are reading.
Comprehension, in my opinion, is the most important part of reading. Understanding what it is you are reading and being able to apply it or take something away from it. Without comprehension I do not believe you can appreciate or enjoy reading. True?
I would reward a student who is successfully moving up in level, comprehension, fluency and expression. So, for grade 2 the expectation in June is to be at a level 22PM. If in June they are between 19-21 I would assign a B- with good comprehension and fluency/expression. If fluency and expression need to be worked on I may give a C or C+ depending. I am seeing that I give a lot of credit to a child who is TRYING to do their best. If they are trying and making baby steps I would reward that. I also believe in primary those grades need to be encouraging. I do not give grades or levels out all year, so doing so on report cards is very hard for the students to see. Parents usually have a better idea of grade level before it comes home, but we, as a school, are trying to work more on descriptive feedback and sending home wishes and stars. It’s been interesting and was VERY surprised I was never questioned. Made me question what happens at home when grades are sent! (Rachel D)
As students all have different abilities and intelligences, how can we make sure our evaluations and assessments are true with regards to each student?
It is important that we know the strengths and weaknesses of our students when performing assessments. If the class is completing a written summative assessment on comprehension and you know that one of your students has weak written communication skills then assess that student verbally. In this example, if you were to continue and assess all students the same way, you will not get true data on each student's knowledge. By accommodating this student and allowing them to show their knowledge orally you are assessing what you set out to assess, comprehension, not writing skills. (Erin)
I think the biggest thing to remember here is that, we work really hard to differentiate our instruction so that it is accessible to all students, it is equally important to differentiate our assessments. Providing choice in how they demonstrate their learning is one way we can be mindful of different abilities and intelligences. (Ashley C)
What practices have you adopted (if any) to assess students’ learning skills? Or do you use classroom observations?
Last year I started to do self assessments on the Learning Skills. My students were excited. I think we tend to focus on the curriculum more, learning goals and success criteria, so I did the same with Learning skills. We made an anchor chart of what I was looking for, I kept it the same throughout the year, for the most part. Although both curriculum and learning skills go hand in hand, I really pointed out what I was looking for. It was easier to hold them accountable because the expectations were shared and clear (and they helped me write my report card comments!). (Rachel D)