+

Assessing Literacy in the Content AreasSeptember 13, 2012

+Questions before we begin????

+Great Ideas from Last Class on Creating a Trusting Environment “Give them some of my background info so that they

understand where I came from.” “Don’t be afraid of showing your knowledge in your

content area.” “Incorporate readings that would feel relevant to

them.” “Speaking to each child individually every day will let

them know you care.”

+Opening with Discussion

Why do we assess our students?* Think-Pair-Share

AssessmentPurposes

Assessment FOR Learning

[formative]

Assessment OF Learning

[summative]Assessment AS

Learning

Affective:Interests Attitudes

Self-concept

Interactive:Content Literacy

Student understanding

Student Self-assessment

Goal setting

+Affective Assessment: Getting to know students

Initial assessment Once a year / semesterWhat are students’

Interests in and out of schoolAttitudes about your subjectSelf-assessment of their capabilities

+What’s Easy – What’s Hard?

What’s easy about [English/math/science/social studies/art] and why?

What’s hard about [English/math/science/social studies/art] and why?

MODEL FOR STUDENTS AND SHARE

Engage in a T-Chart for your most difficult content area:

For me, it’s MATH.What’s Easy?(Reading, writing, learning)

There’s only one answer.Formulas are straightforward.

What’s Hard?(Reading, writing, learning)

There’s only one answer.Looks like a foreign language.Application decisions.

+ ALL-ABOUT-ME LETTERSBrainstorm before writing: questions/prompts

What do you do in your spare time? Do you have hobbies? Do you have someone you admire? Why? If you have a job? Tell about it. Do you have favorite books? What makes them your

favorites? What are your favorite subjects? Why? What subjects do you dislike? Why? What sports do you enjoy watching? Playing? What was the best thing to happen to you last year? The

worst? How did your best teachers enable you to learn from them?

Model and share your own all about me letter

+All-About-Me Write Back ExampleDear Students,

Before we get started in English, I want you to know a little about me. We may have some things in common, or we may be very different. You’ll have to read on to find out. I decided to become an English teacher because I really didn’t like my English teachers in high school, and I wanted to give students a better experience than the one I had. I didn’t become an English teacher because it was the only subject I enjoy (I also love science and history). I became an English teacher because I’ve always found that English had the best lessons to teach – life lessons – and I wanted to engage students in those lessons. I’m also very interested in learning how you can connect literature to your lives. I think my interest in literature came from my dad, who is actually a chemical engineer but loves to read and talk about books. I’ve always admired his diverse interests. When I’m not teaching English, I love to read (shocking, I know), and also run, hike, watch movies, and travel to different places. My favorite books are mainly classics, some of which we’ll read in this class (i.e., The Sun Also Rises), but I also love a good mystery novel. Really, any book that makes me think is a good book to me. I also LOVE magazines. I’m not a huge sports fan, but I love a good game of football (especially when the Tigers play) and tailgating with friends. I’m not a great athlete, but I played a lot of sports in high school. I’m looking forward to learning about your extracurricular interests as well and attending some of your games, exhibits, and performances. Welcome to English III! I look forward to reading your letters and getting to know you all.

Best,

Ms. Colwell

Dear Ms. Colwell,

+ Interest InventoryQuestionnaire / checklist

Hobbies TV, movies, music Job? Out of school activities - community In school activities Favorite subject(s) and why Least favorite subject(s) and why Sports Free time Literacy: books and authors; writing Technology use: Internet, IM, e-mail, video

games One thing I would like my teacher to know . . .

+Content Area Literacy Assessment - Interactive CLOZE Think Writes

+CLOZE - Why

Estimate comprehension of specific text

Choose passage NOT read yet and on grade level

Passage should be reasonably complete and coherent

Passage should come from first part of a chapter, unit, or introductory information on a topic

+CLOZE - Construction

Choose appropriate passage

Leave first and last sentence intact

Choose word at random in second sentence,

Replace with uniform blank line every nth word

Repeat until you have 25-50 blanks

+CLOZE Example

A diamond is one of the most beautiful treasures that nature ever created, and one of the rarest. It takes thousands of __1__ for nature to transform __2__ chunk of carbon into __3__ rough diamond. Only three __4__ diamond fields have been __5__ in the world in India, __6__America, and Africa.

+CLOZE Example

A diamond is one of the most beautiful treasures that nature ever created, and one of the rarest. It takes thousands of years for nature to transform a chunk of carbon into a rough diamond. Only three important diamond fields have been found in the world in India, South America, and Africa.

+CLOZE - Administration

Provide a short practice exercise first CLOZE is untimed Use answer sheet OR provide the exercise with blanks long

enough to write in

+CLOZE: Analysis

Accept only exact replacements Interpretation:

>60: independent level 40-60: instructional level <40: frustration level

Aggregate results

+Think Writes At beginning, middle, or end of class

Allow ~ 5-10 minutes

Use content focused prompts: Now I understand OR I’m still confused about Explain _____ to a student who was absent today

Variety of responses: written, drawn

+Think Writes

Can be ungraded or used for assessmentIf ungraded, gives an indication of lesson’s

successHelpful in planning future instructionClues to

Students’ problems solving strategiesStudents’ thinking about an issue or conceptStudents’ misunderstandings

+Think Writes: Analysis

Read through all Think Writes onceSeparate into 3-4 groups – intuitive

criteriaDescribe characteristics of each groupDO NOT count spelling or grammar –

focus on content

+Think Writes: Criteria

Accurate use of technical termsEvidence of relational knowledge:

connectionsExamples – from classExamples – novel [new]

+ Summative Assessment Tests:

Multiple Choice, Fill in the blanks, True-False, Short Answer, Essay

Authentic assessments: Students use acquired knowledge and skills Process and product assessed – usually teacher-designed Use criteria – created with or provided for students before they

complete the assessment Teacher observations, student journals, portfolios, inquiry

projects, exhibitions, essay questions,

Performance assessments: Similar to authentic assessment Externally established criteria Involve some type of benchmark or criteria for judging student

performance – usually a rubric

+Assessing Digital Literacy

Taxonomy of skills developed by the Teaching Internet Comprehension to Adolescents Project (TICA) www.newliteracies.uconn.edu/iesproject/index.html

Identifying a question or defining a problem Using the Internet to locate information Critically evaluating the information Synthesizing information from multiple sources Using one or more Internet communication technologies

to share a response

+Standardized Testing

Paper arguments:

1) Divide into two groups and gather at your designated area

2) Using your t-charts from homework, bullet the four strongest arguments for or against standardized testing (depending on your area) and leave space between the arguments

3) Switch areas and develop counter claims for the arguments on the paper – write the counter claim below the argument on the paper

4) Switch back to your initial area, consider each claim and counter claim and determine whether, as a group, you agree or disagree with each counter claim

5) Report out

+Assessment as Learning

Portfolios: Ownership portfolio

Purpose: Allow students to display and reflect on their accomplishments

Emphasizes student choice, reflection, and self-assessment Feedback portfolio

Purpose: Guide student learning and to communicate with parents

Provides overall portrait of a students’ development, strengths, and needs

Accountability portfolio Purpose: Demonstrate student achievement for accountability or

program evaluation Meets externally imposed criteria

+“Tough, but fair” Grading

Select assignments, tests, or projects that reflect and measure what you value most as a teacher

Provide a variety of opportunities to earn extra credit However, think about what that extra credit encourages

Be clear about your grading system and standards Be clear about how you will assess specific assignments

and tests Collaborate with students to set and achieve goals and

to deconstruct language of both official and teacher-devised standards

+Assignments for Thursday 9/20

By MIDNIGHT TONIGHT post your first reflection on Discussion Board

Read handout on learning cycle – on BB Keep working on (or start) your Disciplinary Literacy

Graphic Essays

+A Closing Thought…

http://youtu.be/_A-ZVCjfWf8

+Exit Slip

Choose one of the following:

Now I understand . . .

I’m still confused about . . .

This is your ticket out the door --