Reading Assessment

Reading AssessmentINTRODUCTIONFrom the reading: SELF-ASSESSMENTDiscuss the self-assessment questionnaireWhat did you like about it?What didnt you like about it?Was it helpful?Why?Brainstroming:Characteristics of Successful readersWhat do we know about a successful reader? A successful reader is an engaged reader. A successful reader is an active reader.

Activity 1: GenreWhat is Genre?With your partner, please discuss the genre.

Activity 2?Good readers do not have to see everything on the page just enough to get the meaning.

Activity 3Good readers do not have to see everything on the page, but just enough to get the meaning.

Then what about this?

A woman in a supermarket is following a grandfather and his badly-behaved grandson. He has his hands full with the child screaming for sweets, biscuits, all sorts of things. The grandad is saying in a controlled voice: "Easy, William, we won't be long . . . easy boy."Another outburst and she hears the grandad calmly say : "It's okay William. Just a couple more minutes and we'll be out of here. Hang in there, boy."At the checkout the little horror is throwing items out of the trolley. Grandad says again in a controlled voice : "William, William, relax buddy, don't get upset. We'll be home in five minutes, stay cool William."Very impressed, she goes outside to where the grandfather is loading his groceries and the boy into the car. She says :"It's none of my business, but you were amazing in there. I don't know how you did it. That whole time you kept your composure, and no matter how loud and disruptive he got, you just calmly kept saying things would be okay. William is very lucky to have you as his grandad."

Thanks, says the grandpa.But I am William.The little bastards name is Kevin.chn min b ju xioch ch wn tn nioy li fng y shngHu lu zh du sho

Video

What does the passage mean?

Reading is NOT simply sounding out words

Activity 4

Activity 5Ocne uopn a tmie trehe was a daer little gril who was loevd by evoryene who leokod at her, but msot of all by her gmandrother, and tehre was notnihg taht she wuold not hvae gvien to the cihld. Ocne she gvae her a lttile rinidg hood of red vlevet, wcihh seitud her so wlel taht she wuold neevr waer atynhing esle; so she was alawys claled 'Llttie Red Rndiig Hood.'

Micro skills vs. Macro skills Bottom-up vs. Top-downActivity 6Lets try to read the following

Video: http://www.youtube.com/watch?v=m4sD9vPIbkc6:45~

With help such as visual aids, audio, graphic organizer, you understand better.Activity 7Follow the instructions:Draw a large ovalSketch in three ovalsAdd two triangles, and three lines in each side

What do you need to understand the instruction better? The title! Drawing a CatJust knowing the title of the text helps understand better.Why do we need to assess reading?Understand students reading growthEvaluate teachers teaching effectivenessWhat do we need to know about assessing reading?Assees reading process & reading product

Reading processesSkills and strategies--readers usedecoding, determining vocabulary meaning, reading fluently, and comprehendingReading productScores of quiz, test, questions, etc.

Process

ProductProcess-oriented reading assessmentFocus on the skills and strategies that students use to construct meaning from the text.It allows teachers to assess in the midst of students learning.It helps teacher determine what skills and strategies are working (or not working) as the student attempts to construct meaning.Assessment is not only to measure comprehension but also strategies used or not used.For example, as we observe a student applying phonics knowledge to sound out the ch consonant blend, we are in the midst of the students use of decoding processes. When we observe a student rereading a sentence to clarify the meaning of the sentence, we are in the midst of a metacognitive strategy.Product-oriented reading assessmentIt provides an after-the-fact account of student reading achievement.It helps teachers determine students achievement in realtion to important benchmarks, standards, and goals.Product assessments are relatively limited in their ability to provide detail on what students can and cant do as they read.

Self-assessmentTraditional: Student work, such as a quiz, test, or written report, is handed in, evaluated and graded, and then returned to the student. -->The student earns a score but gains no understanding of how assessment works.A hallmark of the successful reader is the ability to monitor his or her reading and conduct an ongoing assessment of reading progress (Pressley and Afflerbach, 1995).-->A good start is asking and modeling simple and straightforward assessment questions and helping students learn to ask them and answer them independently.

A consequence of this approach to reading assessment is that students may learn little or nothing about doing reading assessment for themselves.For example, the habit of asking oneself Does that make sense? and How do I know? can help set young readers on a healthy path to self-assessment.If, in all our teaching related to reading, students do not begin to learn how to do self-assessment, then how will they ever become truly independent readers?

PracticeUse the textbook you brought to create a scaffolding activity for students to learn how to self-assess.