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Enhancing Classroom Learning Through Effective Assessment Strategies

This program outlines the critical role of collecting evidence in meeting the diverse needs of students at Stanley British Primary School. It covers the distinctions between diagnostic, formative, and summative assessments and emphasizes the importance of tailored instruction based on each child's learning profile. Participants will learn to administer and evaluate Fountas and Pinnell Benchmark Assessments to determine individual reading levels, ensuring that students receive the appropriate resources to foster their literacy development. Essential strategies to support struggling readers and enhance their engagement through high-interest texts are also discussed.

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Enhancing Classroom Learning Through Effective Assessment Strategies

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  1. Knowing Where Our Students Are: The Role Collecting Evidence Plays In Our Classrooms Stanley British Primary School Intern Program Amy Pregulman August 25, 2011

  2. Our Time Together Guiding Questions: *How are we meeting each child’s needs? * How do we know? Learning Objectives * Articulate the difference between Diagnostic, Formative and Summative Assessment *Administer Fountas and Pinnell Benchmark Assessment *Score and articulate results from assessment to inform just right students’ reading level

  3. Time • 3:40: Goals and Objectives for afternoon • Introduction to Assessment • Delving into Diagnostic Assessment • Just Right Books • 4:55 Stretch • 5:00-6:00 Fountas and Pinnell • 6:00-6:15 Debrief • Don’t forget Exit tickets!

  4. Assessment • Diagnostic: pre-assessment • Formative: on-going assessment for learning. • Summative: assessment of learning

  5. Diagnostic Assessment • Pre-assessment • Designed to determine a students’ entry point into learning objectives. • What do they know now? • Photo on driver’s license • How does where they are effect my instruction? • Essential for planning for student needs and differentiation to meaningfully support student learning • Builds off students’ readiness, interests, learning profile

  6. Just Right Books • Current Research: Independent Level Text • High Interest: self-selected • 95% accuracy rate (levels A-K) • 98% accuracy rate (levels L-Z) • High level of fluency and comprehension • Readers need lots and lots of JR texts to get to be better readers • Solve words easily • Read fluently • Comprehend easily

  7. Struggling Readers and Just Right Books • Struggling readers need even more text! • QUANTITY • Increase vocabulary • Internalize new language structures • Develops fluency • Increases comprehension

  8. Fountas and Pinnell Benchmark Assessment

  9. Assessment: Now What Do We Know? Diagnostic: pre-assessment • Fountas and Pinnell Benchmark Assessment • Dibels • WIST • WADE • QRI • DRA Formative: on-going assessment for learning. Summative: assessment of learning

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