PS So could strategy assessment with rubrics be a "formative" assessment which guides our instruction with individuals?
And then do we ask ourselves WHY do we teach strategies (so that deep comprehension occurs?) and then do a "summative" assessment which gives an achievement picture at benchmark points in the year? So let's say I have taught visualizing and connecting and I then ask the kids to read a poem which has imagery and calls for connections to interpret meaning. I think ask the kids to respond with evidence of their thinking. I am not so interested in whether or not they understand the poem as I do, but that they can use imagery and personal connections to think and share their thinking. Gina _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
