1. Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 0 Content Area Reading Literacy and Learning Across the Curriculum Richard T. Vacca, Jo Anne L. Vacca, Maryann Mraz

2. Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 1 Chapter 4 Assessing Students and Texts

3. Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 2 Organizing Principle Instructional assessment is a process of gathering and using multiple sources of relevant information about students for instructional purposes.

4. discuss Brainstorm ways in which you have been assessed by teachers or situations in which they have been asked to assess themselves. List responses. Elicit discussion on students’ positive and negative responses to these practices. Book title, #e Author Name © 2013 Pearson Education, Inc. All rights reserved. 3

5. With a partner Discuss your understanding of authentic versus high-stakes assessment. Let’s discuss the similarities and differences among the groups’ interpretations. Book title, #e Author Name © 2013 Pearson Education, Inc. All rights reserved. 4

6. Brainstorm Brainstorm artifacts that might be included in a portfolio. What is the meaning of authentic assessment based on students’ responses. Book title, #e Author Name © 2013 Pearson Education, Inc. All rights reserved. 5

7. Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 6 Frame of Mind How does assessment help us set instructional goals? How does a formal, high-stakes approach differ from an informal, authentic approach? What have legislators done to try and ensure students’ achievement? What are some of the informal assessment strategies teachers use in the context of their classrooms? How can content area teachers involve students in the electronic portfolio process? How might teachers analyze the complexity of texts?

8. Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 7 Comparison of Two Approaches to Assessment High-StakesAuthentic OrientationFormalInformal AdministrationTesting one-time performance Continuously evolving MethodsObjective; standardizedClassroom-based UsesCompare groups of students; align curriculum Make qualitative judgments about individual students Feedback formatReports; printoutsNotes; portfolios

9. Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 8 Forms of Authentic Assessment Observations Interviews Anecdotal records Student-selected performances and products Organized into student portfolios

10. Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 9 Legislation and Standards No Child Left Behind (2002) Race to the Top (2009) Common Core State Standards

11. Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 10 Standardized Testing Norms Representativeness Percentile scores Stanine scores Grade-equivalent scores Reliability Validity

12. Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 11 The Teacher’s Role in an Authentic Approach In a high-stakes approach to assessment, the TEST is the major tool. In an authentic approach, the TEACHER is the major tool.

13. Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 12 Purposes of Portfolios and Their Assessment Provide and organize information about the students’ work and achievements. Encourage student management of learning and expectations. Involve students in reflecting on their capabilities. Use the holistic nature of instruction to consider attitudes. Assist in the planning of appropriate instruction. Showcase work. Reveal diverse and special needs and talents. Incorporate literacies and technologies outside the classroom. Display many artifacts over time. Integrate assessment into daily instruction. Expand quality and quantity of evidence. Provide an alternative to standard assessment routines.

14. Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 13 Steps in the Implementation of Portfolios Discuss with your students the notion of portfolios as an interactive vehicle for assessment. Specify your assessment model. Decide what types of requirements will be used, approximately how many items will be included, and what format will be appropriate for the portfolio. Consider which contributions are appropriate for your content area.

15. Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 14 Types of Interviews Formally structured and semistructured Informal Retrospective

16. Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 15 Types of Rubrics Holistic (or basic) rubric Analytic rubric Weighted trait rubric

17. Content Area Reading, 11e Vacca, Vacca, Mraz © 2014 Pearson Education, Inc. All rights reserved. 16 Assessing Text Complexity Content Area Reading Inventory (CARI) Readability Lexile level