Anticipation Guide

Chapter 3

Assessing Children’s Literacy Development

Part I: Overview

Overview

Chapter 3 helps pre-service teachers understand the role of assessment in monitoring progress and planning instruction. Guidance and explanations for determining a child’s independent, instructional, and frustration levels in reading are given. Classroom-based measures including running records, informal reading inventories, and portfolios are explained. High-stakes testing is also addressed.

Chapter Outline

Vignette: Mrs. McNeal’s Second-Quarter Assessments

Introduction

Learning Outcomes

CLASSROOM ASSESSMENT

· Step 1: Planning for Assessment

· Step 2: Monitoring Students’ Progress

· Step 3: Evaluating Students’ Learning

· Step 4: Reflecting

DIAGNOSTIC TESTS

· Determining Children’s Reading Levels

· Diagnosing Children’s Strengths and Weaknesses

· NURTURING ENGLISH LEARNERS

HIGH-STAKES TESTING

· Problems with High-Stakes Testing

· Preparing for Standardized Tests

· NURTURING ENGLISH LEARNERS

· The Politics of High-Stakes Testing

PORTFOLIO ASSESSMENT

· Collecting Work in Portfolios

· Involving Students in Self-Assessment

· Showcasing Students’ Portfolios

Accountability Check! Literacy Assessment

References

Part II: Teaching Suggestions

Preview and Focus Questions

Parents often ask teachers, “How is my child doing?” Teachers must be able to document progress or lack of progress so that they can work collaboratively with colleagues, parents, and school administrators to plan the next steps in a child’s education. As pre-service teachers read chapter 3, they should consider the following questions:

1. What measures can be used to assess the literacy progress of children in prekindergarten through grade 4?

2. Are formal tests available for prekindergarten and kindergarten students?

3. What types of information should be gathered to prepare for report cards and parent conferences?

4. How can teachers lead students to self-assessment?