1. Florida K-12 Reading Endorsement Competency Three Foundations of Assessment Session One FLaRE Professional Development Competency Three: Foundations of Assessment S1
8. In order to successfully complete the course… Foundations and Applications of Differentiating Instruction: Competencies Four and Five S1 -
9.
10.
11.
12.
13.
14.
15.
16.
17. Using Data Effectively in a Wide Variety of Roles FLaRE Professional Development Competency Three: Foundations of Assessment S1 Teacher Principal District Staff Student Parent
18.
19.
20.
21.
22. Gathering Information about an Invisible Process FLaRE Professional Development Competency Three: Foundations of Assessment S1
23.
24.
25.
26.
27.
28.
Editor's Notes
Welcome participants and introduce self. Give some of your background; professional and personal to build relationships. Husband 3 sons Bachelors: FIU Social Studies Marsters: Nova ESOL Specialist: UM Reading Miami Springs Lawton Chiles CSS Zone FLaRE Coordinator UCF – Just Read Florida HGHS Emphasize that the instructional practices used during the session can be applied to the classroom regardless of specific subject area. Explain that this is an overview of assessment and not an in-depth in-service which will solve all classroom issues.
The purpose of this first session is to prepare participants with foundational knowledge on assessment.
Briefly review competency 3 indicators on participant handouts.
Attend every class ON TIME No absences…no exceptions! Participate in, and complete, individual and group assignments Class discussion, readings, presentations Post reflections to class blog daily Act professional Cell phones must be on SILENT No text messaging or computer usage while class is in session
Divide participants into small groups of 4 or 5 people. Each group should select a sport for this focus activity. Have the group brainstorm ways that a coach in their sport would build a team.
A few questions to get the discussion started. Have participants create a chart with their group’s strategies and a brief explanation for each of their decisions. Provide an opportunity for each group to share. Draw attention to the many ways assessment practices are implemented for the groups’ “winning teams.”
Summarize discussion: Assessment is the comprehensive and systematic process of collecting information to make decisions.
Randomly assign role of teacher, principal, district staff, student, or parent to each participant. 2. Each “role” group will generate a list of ways assessment is used in their assigned role. What kind of information is needed to make the before, during, and after instruction decisions described? Refer participants to Handout S1-2: “Roles of Assessment in Learning Process”. Review and discuss the Roles of Assessment as described in the chart. As Teachers • Parent Conferences • To identify students in need of more instructional assistance • To determine if students are improving with extra assistance • To set up reading groups, select appropriate materials, and make changes as needed As Principals • To identify where extra resources and support are needed in specific classrooms, grade levels • To evaluate the effectiveness of new or continued reading programs, supplementary reading programs, and instructional strategies • To evaluate the effectiveness of building-level strategies for organization and management As District Staff • To identify schools in need of additional resources (personnel, reading program materials, instructional techniques) • To compare student outcomes across grade levels where resources are the same and where different • To enhance professional development opportunities targeting student outcomes and student needs As Students • To make decisions about classes to take • To make career path decisions • For scholarship applications As Parents • To monitor progress of their child
The data may be useful in different ways for different assessors. For assessment to be successfully implemented, it must match the demands of the context. Re-examine the roles of assessment in the previous pages to consider the audience for the assessment data and in what form the data would best be understood.
Everyone benefits from occasionally engaging in self-assessment.
We have just identified key players in a school’s assessment team. The next step to support this team would be to develop a common vocabulary, or shared language. Place posters around the room with each of the terms and the words “Unknown, Acquainted, and Known” across the top of the page. Give each participant color markers. Instruct the participants to put a colored dot on the continuum of “Unknown, Acquainted, and Known” for each term. This should give a quick picture of what assessment terms need reinforcement and what terms will need to be covered with some depth. Refer participants to Handout S1-3-4: “Assessment Terms” for a description of each term.
As a large group, discuss answers to the questions on the slide.
Read The Seven Mice by Ed Young aloud, following best practices for before reading, during reading, and after reading to actively involve participants.
Ask participants to share after reflection.
If the principles were not elicited in previous discussions, ensure that the concepts are introduced and discussed.
Emphasize the key principle of literacy assessment
What do you know about the five critical areas of reading. Write a one-sentence definition of their component on chart paper. Post the sentences around the room and discuss.
reinforce or refine understandings of each reading component.
Have participants engage in a table discussion on the question. Share responses with the whole group.
![Agenda ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],FLaRE Professional Development Competency Three: Foundations of Assessment S1](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)