Assessment

Question 1

What is the purpose of formal assessments?

Answer 1

-When teachers want to measure students’ performance based on specific standards or criteria
-To know students’ overall performance at the end of the learning process. Teachers sometimes compare students’ performances with each other.
-EX: tests, quizzes, surveys, and questionnaires.

Question 2

What is the function of informal assessment?

Answer 2

-When teachers want to have immediate feedback on the student’s knowledge so far.
-To track students’ learning progress and any doubts or difficulties they face.
-EX: Exit surveys, observation, and oral presentations.

Question 3

For what purpose are norm-referenced assessments used?

Answer 3

-teacher measures students’ performance based on their average performance in class.
-compare a student’s performance against a larger group

Question 4

Based on assessment data, what are some ways teachers can modify instruction for students with diverse learning profiles?

Answer 4

-Differentiation: varied levels of reading materials, choices in topics, guided practice, varied resources, varied demonstrations of understanding
-Flexible grouping: peer teaching, varied groupings based on activity, student choice, or ability
-Scaffolding: graphic organizers, checklists, sentence starters; gradual release
-Assistive Technology and Tools: speech-to-text/text-to-speech, audiobooks, manipulatives
-Multisensory instruction: visual, auditory, tactile
-Instructional Pacing: tiered assignments, work at their own pace, extension activities, remedial support

Question 5

How can the reading specialist promote student reflection and self-efficacy?

Answer 5

-Use moderately- difficult tasks: The target for difficulty is slightly above the students’ current ability level.
-Use peer models: Peers may be drawn from groups as defined by gender, ethnicity, social circles, interests, achievement level, clothing, or age.
-Teach specific learning strategies: Give students a concrete plan of attack for working on an assignment
-Capitalize on students’ interests
-Allow students to make their own choices: flexible grading, assignment options or self-determined due dates.
-Encourage students to try: Give them consistent, credible and specific encouragement, such as, “You can do this.
-Give frequent, focused feedback
-Encourage accurate attributions: Help students understand that they don’t fail because they’re dumb, they fail because they didn’t follow instructions, they didn’t spend enough time on the task, or they didn’t follow through on the learning strategy.