Performance-based learning and assessment represent a set of strategies for the acquisition and application of knowledge, skills, and work habits through the performance of tasks that are meaningful and engaging to students.
Learn more in our Reading Assessments and Evaluations section. Assessment is an essential element of education used to inform instruction Wren, The first step in implementing good reading instruction is to determine student baseline performance.
Students enter the classroom with diverse backgrounds and skills in literacy. Some students may enter the classroom with special needs that require review of basic skills in reading, while other students may have mastered the content a teacher intends to cover.
Due to these various student levels, it is necessary to design literacy instruction to meet the individual needs of each student. Individual needs can be determined by initial and ongoing reading assessments.
The information gained from appropriate assessment enables teachers to provide exceptional students with improved access to the general education curriculum. The following information is an overview of the purpose and benefits of early reading Assessment based instruction, examples of data collection methods, and considerations for selecting a measure for students.
These reading concepts include letter knowledge, phonemic awareness, decoding, fluency, and comprehension. An effective reading program includes assessments of all of these concepts for several purposes. One purpose is to identify skills that need review.
Assessment provides teachers with information on what skills students have and have not mastered. It is needed to help teachers know the skill levels of their students, since students have varying experiences and knowledge.
A second purpose is to monitor student progress. A teacher can learn which students need review before covering additional content and which students are ready to move forward.
A third purpose is to guide teacher instruction.
Through consistent assessment, a teacher can make informed decisions about what instruction is appropriate for each student. A fourth purpose is to demonstrate the effectiveness of instruction. The information gained from assessment allows teachers to know if all students are mastering the content covered.
It is important for teachers to use instructional time effectively, and this can be done when teachers are knowledgeable about what their students are ready to learn and what they already know.
Therefore, the information gained from assessment allows a teacher to create appropriate instruction for their students. Additionally, a fifth purpose of assessment is to provide teachers with information on how instruction can be improved. Teachers can test students, analyze student work samples, observe students performing literacy tasks, or interview students on their reading skills.
Teachers can gain the most information by administering all of these methods to collect data. The following information describes various types of assessments for different areas of early reading.
Each assessment identified is described in the resources section of this brief. Another example is to have a student separate the letters from a pile of letters, numbers, and symbols.
Students can also be asked to separate and categorize letters by uppercase and lowercase Torgesen, ; Wren, The following list is a sample of assessment measures to test letter knowledge skills: A student can be asked to break spoken words into parts, or to blend spoken parts of a word into one word.
Additionally, a student can count the number of phonemes in a word to demonstrate understanding, or a student can delete or add a phoneme to make a new word Torgesen, ; Wren, The following list is a sample of assessment measures to test phonemic awareness skills: Gardner developed this theory inand he suggests that eight different intelligences account for student potential Armstrong, ; Gardner, This article defines phonological awareness and discusses historic and contemporary research findings regarding its relation to early reading.
Common misconceptions about phonological awareness are addressed. Research-based guidelines for teaching phonological awareness and phonemic awareness to all children are described. . The Alerts series is a joint initiative sponsored by two divisions of the Council for Exceptional Children—the Division for Learning Disabilities (DLD) and the Division for Research (DR)..
Each Current Practice Alert provides timely and informed judgments regarding professional practices in the field with a special focus on learning disabilities..
Assessment-Based Instruction (ABI) is a commitment to students to help them catch up, while they keep up with grade-level instruction. Rationale “We teach children, not Standards.”.
Content-based instruction (CBI) is a significant approach in language education (Brinton, Snow, & Wesche, ), designed to provide second-language learners instruction in content and language (hence it is also called content-based language teaching; CBLT)..
Historically, the word content has changed its meaning in second .
|Assessment-based Instruction by DeAnna McClelland on Prezi||Mary Brown Running head: However, no specific assessment is completely accurate.|
The Information Literacy Assessment & Advocacy Project (ILAAP) is an assessment tool designed to investigate the information literacy skills of first and second-year post-secondary students. So if the two are combined the definition of assessment based instruction is teaching based on tests, quizzes, and different forms of assessments to describe whether a student is learning that material.
This is a fairly new process.