This article opened up by discussing the reading assessments as a whole and then looked specifically at formative assessments. I agree that reading has to do with “frequent, interactive checks of student understandings, and skills to identify learning needs and to adjust instruction” (p. 534). I feel that I glean a lot of information when conducting an informal assessment during reading workshop. I am able to scaffold learning immediately and help my students whom might be confused on a concept when conducting a formative assessment. My formative assessment can be as simple as a “thumbs down if you are still confused” which helps me close the gaps in my classroom of 31 students. Although I did not know the technical term, I find myself using “feedback loops” where I give my students constant feedback, instructions, and modeling to pull my students into achieving their specific reading goal. I give feedback during individual conferences, small groups, and/or strategy groups. I agree that “Formative assessment needs to occur in a culture that cultivates a learning orientation” (p. 538). I think students will strive to do better when they know specifically what to work on individually. I know that over time and with lots of patience, practice, persistence, and purpose, I can develop into a professional reading teacher who is deeply knowledgeable of all aspects of reading.
Tuesday, September 25, 2012
Module 3 - Article
Formative Assessments: Simply, No Additives Article Reflection
This article opened up by discussing the reading assessments as a whole and then looked specifically at formative assessments. I agree that reading has to do with “frequent, interactive checks of student understandings, and skills to identify learning needs and to adjust instruction” (p. 534). I feel that I glean a lot of information when conducting an informal assessment during reading workshop. I am able to scaffold learning immediately and help my students whom might be confused on a concept when conducting a formative assessment. My formative assessment can be as simple as a “thumbs down if you are still confused” which helps me close the gaps in my classroom of 31 students. Although I did not know the technical term, I find myself using “feedback loops” where I give my students constant feedback, instructions, and modeling to pull my students into achieving their specific reading goal. I give feedback during individual conferences, small groups, and/or strategy groups. I agree that “Formative assessment needs to occur in a culture that cultivates a learning orientation” (p. 538). I think students will strive to do better when they know specifically what to work on individually. I know that over time and with lots of patience, practice, persistence, and purpose, I can develop into a professional reading teacher who is deeply knowledgeable of all aspects of reading.
This article opened up by discussing the reading assessments as a whole and then looked specifically at formative assessments. I agree that reading has to do with “frequent, interactive checks of student understandings, and skills to identify learning needs and to adjust instruction” (p. 534). I feel that I glean a lot of information when conducting an informal assessment during reading workshop. I am able to scaffold learning immediately and help my students whom might be confused on a concept when conducting a formative assessment. My formative assessment can be as simple as a “thumbs down if you are still confused” which helps me close the gaps in my classroom of 31 students. Although I did not know the technical term, I find myself using “feedback loops” where I give my students constant feedback, instructions, and modeling to pull my students into achieving their specific reading goal. I give feedback during individual conferences, small groups, and/or strategy groups. I agree that “Formative assessment needs to occur in a culture that cultivates a learning orientation” (p. 538). I think students will strive to do better when they know specifically what to work on individually. I know that over time and with lots of patience, practice, persistence, and purpose, I can develop into a professional reading teacher who is deeply knowledgeable of all aspects of reading.
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