Enhancing Third Grade Reading Readiness: Collaborative Assessment Strategies
This meeting outlines strategies for improving third-grade reading readiness through collaborative assessments. It emphasizes the development of common reports and tools across pre-school to third-grade to predict success on the MEAP reading assessment. Key strategies include using local assessments, focusing on reading domains, comprehension techniques, and various text types. The presentation also proposes professional development opportunities, highlighting the importance of creating effective blueprints and assessments tailored to student needs.
Enhancing Third Grade Reading Readiness: Collaborative Assessment Strategies
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Presentation Transcript
Third Grade Reading Readiness Elementary Principals’ Meeting March, 2012
Data Goal:Determining3rd Grade Reading Readiness • Develop a common set of reports and tools • Use for pre-school, kindergarten, first, and second, and third grades • Use local assessments • Tie to 3rd grade MEAP reading proficiency
MEAP Reading Domains • Word Study • Use strategies to construct meaning • Determine meaning of words and phrases in context • Narrative Text • Describe genre • Describe elements of story • Describe use of literary devices • Informational Text • Describe genre • Describe use of text features • Comprehension • Retell main idea and relevant details • Compare/contrast relationships across texts • Apply knowledge across subjects
How well do the existing local assessment predict success on the Grade 3 Reading MEAP?
Common Assessments A Common Assessment is an assessment typically created collaboratively by a team of teachers responsible for the same grade level, course, or content area.
Excellent Examples Webb (1997) Depth of Knowledge • Recall • Skills and Concepts • Strategic Thinking • Extended Thinking Anderson, & Krathwohl (2001) Revised Bloom’s Taxonomy
Depth of Knowledge • Recall includes facts, definitions, terms, or a simple procedure, • “identify”, “recall” ,“recognize” • Skills and Concepts includes some processing beyond a habitual response • “classify”, “organize”, “compare” • Strategic requires reasoning, planning, or using evidence • “justify” ,“draw conclusion”, “explain” • Extended Thinking requires complex reasoning, planning, developing, and thinking. • “evaluate”, “design”, “generalize”
Reverse DesignSource: Ernie Bauer, and Jim Gullen, “Locally Developed Assessment: What Do the Results Mean?”, April 2010 • Start with an existing test with items • Group the items by content (GLCE/HSCE) • This will give you the rows for the blueprint • Split the items in the content piles by methods of assessment and/or cognitive difficulty • This will give you the columns for the blueprint • Create a blueprint document to check if this provides acceptable evidence for you.
Professional DevelopmentOpportunities • Summer 2012 Data Camp @ HCISD • June 28-29, 2012 OR August 7-8, 2012 • Day 1: Summary Assessments • Day 2: Item Bank Assessments • Common Assessments Series @ LISD Fireside Room • June 18-20th OR August 14-16th, 2012 • Day 1: Assessment Targets and Methods • Day 2: Test Blueprint • Day 3: Test Assembly in DataDirector
Questions? Stan Masters Coordinator of Instructional Data Services Lenawee Intermediate School District Fireside Building 4107 N. Adrian Highway Adrian, Michigan 49921 517-265-1606 (phone) 517-265-2953 (fax) stan.masters@lisd.us www.lisd.us/links/data
