핵심인재양성을위한솔루션 · Session 2: 긍정적삶을위한롤플레잉게임 [오프라인] 학습원정대 Session 1: 체험학습현장 Session 2: 미션수행 Session
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Transcript of Session 2
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
S2 1
Florida K-12 Reading EndorsementFlorida K-12 Reading EndorsementCompetency ThreeCompetency Three
Foundations of AssessmentFoundations of Assessment
Session TwoSession Two
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
S2 2
Quote
“… reading is a message-getting, problem- solving activity which increases in power and flexibility the more it is practiced.”
~ Marie M. Clay, 1991Becoming Literate: The
Construction of Inner Control, p. 6
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
S2 3
Define system:
A group of elements that interact and function together as a whole.
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
S2 4
Define working system:
A group of elements that interact and function together as a whole capable of being used to further an activity.
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
S2 5
Define assembling a working system:
To bring together a group of elements that interact and function together as a whole capable of being used to further an activity.
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
S2 6
Working systems identified by the National Reading
Panel, 2000
Comprehension
ComprehensionCom
preh
ension
Com
preh
ension
Fluency
VocabularyAlphabetics (Phonemic awareness & Phonics)
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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THINKING EXECUTING
ADJUSTING RETHINKING
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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THINKING EXECUTING
ADJUSTING RETHINKING
contex
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context
context
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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Graphophonic Working System
THINKING EXECUTING
ADJUSTING RETHINKING
contex
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contex
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conte
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context
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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GraphophonicWorking System
Lexical Working System
THINKING EXECUTING
ADJUSTING RETHINKING
contex
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contex
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context
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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Lexical Working System
Schematic Working System
GraphophonicWorking System
THINKING EXECUTING
ADJUSTING RETHINKING
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contex
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FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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Schematic Working System
Syntactic Working System
Lexical Working System
GraphophonicWorking System
THINKING EXECUTING
ADJUSTING RETHINKING
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FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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SyntacticWorking System
Semantic Working System
Schematic Working System
Lexical Working System
GraphophonicWorking System
THINKING EXECUTING
ADJUSTING RETHINKING
contex
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contex
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FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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Semantic Working System
SyntacticWorking System
Schematic Working System
Lexical Working System
GraphophonicWorking System
Pragmatic Working System
THINKING EXECUTING
ADJUSTING RETHINKING
contex
t
contex
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conte
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conte
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context
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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GraphophonicWorking System
Lexical Working System
Schematic Working System
SyntacticWorking System
Semantic Working System
Pragmatic Working System
THINKING EXECUTING
ADJUSTING RETHINKING
contex
t
contex
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conte
xt
conte
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context
context
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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• Comprehension and fluency are paramount
• Working systems may create new sources of information
• Phonemic awareness, phonics, vocabulary, comprehension and fluency are embedded in context
• Feedforward (predicting and anticipating) makes the process efficient
• Feedback (checking, searching, and self-correcting) makes the process effective
• Working systems are transformational
A Model of Reading As A Process
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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To obtain a complete picture of overall To obtain a complete picture of overall reading development . . . it is . . . reading development . . . it is . . . importantimportantto observethe way that the child integratesall sources of informationabout words in text,and this can only be estimatedby carefullyobserving childrenas they read connected passages.
~ Joseph L. Torgesen, 1998Catch Them Before They Fall
American Educator, Spring/Summer 1998, 22, p. 39
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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• Assessment helps the reader to make adjustments while reading the text.
• Assessment is the teacher’s window into the student’s reading processes.
• Assessment is one of the complex processes of literacy and reading instruction.
A Model of Reading As A Process
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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Florida’s Formulafor Reading Success
5 + 3 + ii + iii = No Child Left Behind
5 — critical areas of reading identified by the NRP3 — types of assessment to guide instructionii — initial instruction in all classroomsiii — immediate intensive instruction
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
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Purposes of Assessment
An effective and comprehensive reading program includes the following assessments to accomplish four purposes.
ScreeningProgress MonitoringDiagnosisOutcome Measurement
Often, the same assessment is used for the purposes of screening and outcome measurement, hence the 3 assessments designated in Florida’s Formula.
FLaRE Professional DevelopmentCompetency Three: Foundations of Assessment
S2 21
Some Types of Tests
• Norm-referenced• Criterion-referenced• Survey Test• Diagnostic Tools• Formal• Informal