Here's what I don't quite understand. Why do I need an assessment approach separate from my teaching? As a teacher I need to be reading with, interacting with every student often! I don't need a "separate" assessment. It might be valuable to every once in awhile double check with some outside benchmarks if you will (say several times a year to "calibrate" my judgment with that of others) but mostly I need to be able to read with every student individually REGULARLY and I need to be conferencing with and negotiating writing goals and progress with every student regularly. I need to have internalized how to listen to and see student work knowledgeably. So WHY the big concern with assessments that are separate from my being able to reflect on what students are doing with the actual real work of my classroom as we are DOING IT?
Honestly, why aren't we trusting our own internalized understandings of how to see studentlearning and progress through the actual work of the classroom. I'm not trying to be difficult. I just don't get why this would not be our ultimate goal. Sally On 6/27/07 5:42 PM, "RASINSKI, TIMOTHY" <[EMAIL PROTECTED]> wrote: > Nancy Padak and myself developed an assessment system we call Three-Minute > Reading Assessments, Grades 1-4, and 5-8 (Scholastic). It is quick > assessment that is a cross between running records, informal reading > inventories, and DIBELS. From a few minutes of reading teachers can get a > sense for their students' word recognition, automaticity in word decoding, > expression/prosody, and comprehension. We purposefully made it a quick > assessment because we know that time is precious in classrooms and that time > given to assessment is time taken away from instruction. > _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
