Sally -- I agree that teachers' judgements of student progress is essential and most important. However, I think you answered your own query (very elegantly I might add) in your note below. I think we all need calibrate our judgements against some norms from time to time (say 3 times a year or so) to ensure that our own judgements are on track. That is why I think it is important to keep assessments as quick and focused as possible. Timothy Rasinski 404 White Hall Kent State University Kent, OH 44242 330-672-0649 Cell -- 330-962-6251 FAX 330-672-2025 [EMAIL PROTECTED] informational website: www.timrasinski.com professional development DVD: http://www.roadtocomprehension.com/ <https://exchange.kent.edu/exchweb/bin/redir.asp?URL=http://www.roadtocomprehension.com/>
________________________________ From: [EMAIL PROTECTED] on behalf of thomas Sent: Thu 6/28/2007 12:47 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Corrections/assessment 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.
_______________________________________________ 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.
