Transcript EDU 4245
EDU 4245 Day 6 Diagnostic Assessments and Pre-Reading Current Issues Topics • Inclusion/Special education • How students have changed over years. Amount of respect. • • • • • • • • • • • • Discipline. Students don’t care. Re-segregation of schools Class size – Smaller vs. larger Curriculum – creationism v evolution Role of parents in classroom Heterogeneous v homogeneous grouping Tracking School organization – K-8, middle school, high school? Standardized testing Emergency certification of teachers; Teach for America Tracks for gifted students Violence and safety Higher prevalence drugs, alcohol, teen pregnancy Today’s Goals • Analyze benefits and problems with diagnostic assessments, specifically Fry. • Identify why pre-reading is important and determine which strategies would work well in your content area. Diagnostic Tools • How can we determine what students need and what readings are appropriate? • Think about a doctor’s “diagnosis” Types of Assessments • Diagnostic - before • Formative – during • Summative - after Diagnostic Assessments • Text – Formal: Readability formulas – Informal: Readability checklist • Student – Teacher generated: CARI – Student generated: FLIP Doing a Fry • Take the reading you brought to class. Do a Fry (see V&V p. 58) on one representative passage. • Was this the outcome you expected? • What may have skewed the outcome? Diagnostic Assessments: Text • Formal – Fry • Benefits: accurate, includes both word and • sentence complexity Problems: time consuming, easy to skew data depending on passages selected – Cloze • Benefits: indicates students’ actual performance • with course readings Problems: can be difficult to get accurate reading Diagnostic Assessments: Text • Formal – Fog • Benefits: ease of use, fairly reliable • Problems: time, doesn’t work as well with nonscientific reading Question • What did you find out when you did the readability test for Vacca and Vacca text? Diagnostic Assessments: Text • Informal – Readability checklist • Benefits: guideline for teacher to consider various aspects of a test • Problems: based on teacher subjectivity, texts often mandated by district Diagnostic Assessments: Student • Teacher generated – CARI • Benefits: flexible • Problems: teacher generated comprehension questions may not be appropriate and decrease reliability – Betts’ • Benefits: indicates students’ actual performance with course readings • Problems: must administer individually Diagnostic Assessments: Student • Student generated – FLIP • Benefits: gives students ownership of reading task • Problems: reliability of student opinions Pre-Reading • Think about the reading sample you brought to class today. What are some ways you can pique students’ interest and tap into their prior knowledge before you assigned this reading? • How would this reading be used in a thinking-rich classroom? Pre-Reading Strategies • Which strategies from Chapter 9 would work best in your content area and why? Think about which ones would pique interest and activate prior knowledge – Story impressions – Guided Imagery – Anticipation Guide – ReQuest - Problem Perspectives Perspectives Active comprehension Expectation Outline Next Class • Vacca & Vacca Chapter 4 • Nelson Chapter 11