Team C Reanding And Writing Assessments

Reading & Writing Assessment Learning Team C Ayham Dahi Jodi Heffner Stephanie Roberts Mark Taylor

Univrsity of Pheonix ELD 504

June 5, 2009

Introduction

This presentation will examine 3 reading assessments and 3 writing assessments for 8th grade standards. The assessments are all capable of

Story Maps

Reading Assessment #1 Characteristics May

be used as an informal assessment to check understanding May be used as a formal assessment to gage student’s reading comprehension and proficiency level of reading standards Story maps are graphic organizers that examine different elements of a story Includes structural elements of the plot development Includes characters’ motivations Summarizes text in a visual way

Story Maps

Reading Assessment #1 Interdisciplinary Applications Because

story maps may be visual representations as well as textual, they can easily be adapted for ELL and other content areas Used to show historical timelines in social studies Used to show the process and elements of an experiment in science Used to map out the process of problem solving

Venn Diagrams

Reading Assessment #2 Characteristics Uses

two overlapping circles as a graphic way to organize information Record characteristics that are diferent on the ends (A or B) Record characteristics that are similar in the overlapping area (Both A & B) Allows students to organize reading information Allows teacher to check for understanding Gives a concrete way for students to understand how to compare/ contrast two different readings or concepts

Venn Diagrams

Reading Assessment #2 Interdisciplinary Applications Because

Venn Diagrams are graphic organizers, they can easily be adapted for ELL and other content areas Used to compare and contrast historical figures in social studies Used to compare and contrast principles of physics in science Used to compare and contrast algebriac properties in math

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Prediction/Proof Worksheet

Reading Assessment #3 Characteristics Used

as an informal assessment to observe or check students progress, Used as a formal assessment to gauge students knowledge about finding evidence for their prediction Prediction/proof worksheet is a graphic organizer that shows the students ability to use text information to make, verify, and adjust predictions

Prediction/Proof Worksheet

Reading Assessment #3

Interdisciplinary Applications Used

to predict events in social studies classes Used to predict outcome of an experiment or an explanation of an observation of a scientific phenomenon Used to predict a certain solution of a word problem based on clues provided

Writing Portfolios

Writing Assessment #1

Characteristics

It is a systematic collection of student work Includes student writing samples Includes rubrics, check lists, or scoring guides

teacher and student scoring Includes student reflection of student’s work Includes comments from the teacher

for both

Writing Portfolios

Writing Assessment #1

Interdisciplinary Applications Because

portfolios are performance-based they can easily be utilized across the curriculum Used to show solutions to math problems that include problem-solving ability  Used to assess lab reports that demonstrate an understanding of a scientific approach  Used to show an understanding of political or historical time periods

Student-Student Rubric Scoring

Writing Assessment #2

Characteristics Students

read other students reports and grade them according to the teacher’s rubric for writing. Creates critical thinking and evaluation skills in the classroom Allows students chance to fix work before final turning in of assignment Allows students to share what they learned with another person

Student-Student Rubric Scoring

Writing Assessment #2

Interdisciplinary Applications Because

student-student rubric grading requires students to evaluate work and analyze their peer's mastery of assignment guidelines they can be used easily across curriculums. Used to help students analyze lab reports in science  Used to guide students through evaluate their own research reports in history by evaluating reports of their peers.  Used to improve understand of mathematical proofs by examining the effectiveness of the proffs of classmates

Study Questions

Writing Assessment #3

Characteristics Study

Questions are broad topical questions from a unit of study Presented at the beginning of the unit and through the course of the unit Give students opportunities to research and write several drafts of responses Students are given the time to reflect on and figure out key concepts Study questions are imbedded in

Study Questions

Writing Assessment #3

Interdisciplinary Applications What,

where, when, how, whom, and who questions are applicable in all discipline. Why certain chemical reactions absorb heat? Science example What are the causes of the civil war? Social studies example What are the steps taking to solve a quadratic equation? Math example

Conclusion The

strategies documented in this presentation give students a means to make sense of the content they read in class. This is accomplished through graphic organizers (story maps, Venn diagrams, and prediction and proof worksheet), portfolios, and interactions with classmates (student-student rubric scoring) These

strategies often serve the dual purpose of providing instructional support to the student and allows a means to assessment for the teacher. These

strategies are effective in all curricula because they are broad in structure with the ability for the student to become specific in content. The scope of literacy is observed in all subject matters. Using

a variety of assessments is crucial to instructional success as they help guide the curriculum. A

good assessment will show what a student can do and is able to understand and not just what they can't do and don't understand.

References Gomez, E. (2000). Assessment portfolios: including English language learners in large scale assessments. Retrieved May 27, 2009, from http://www.cal.org/resources. Holt, Rinehart, and Winston. (unknown). Graphic Organizers. Retrieved on May 28, 2009 from: http://my.hrw.com/nsmedia/intgos/html/igo.htm Honig, B., Diamond, L., & Gutlohn, L. (2000). CORE teaching reading sourcebook. Washington, D.C.: Arena Press. Prouty, Anne (2006, September). Score one for alternative assessment. The Science Scope Peiodical, 34-37. Slavin, R & Cheung, A. (2003). Effective reading programs for English language learners. Retrieved May 27, 2009, from http://www.csos.edu. University of Delaware Writing Center. (2006, April). Tips on grading rubrics. Retrieved on June 3, 2009 from: www.english.udel.edu/wc/faculty/tipsheets/rubrics.pdf