2. We must rely on research. It is more
reliable than tradition. Science and
scientific inquiry is the heart of good
instruction. That is the true purpose of
improving. When we search for ways
to uplift literacy through teaching
reading.
- Professor Victor C. Villanueva
3. activities undertaken by teachers -- and by
their students in assessing themselves -- that
provide information to be used as
feedback to modify teaching and learning
activities.
4.
5. Effective Assessment demonstrates alignment of
four component.
We do assessment because we want to know if
the instruction worked for the learners, what works
for the teachers, what works for the whole system.
Assessment is one way to recognize
advancements in appropriate standards.
6.
7.
8. Which children are at risk for experiencing reading
difficulties now and in the future?
9. Which children will need additional intervention to
meet reading goals?
10. Are the children on track for meeting end of the
year targets?
Is intervention enabling children to make sufficient
progress?
Is instruction working?
11. Have we accomplished our literacy goals?
Did our students improve from beginning of the
school year?
Is our reading program meeting the needs of the
children?
How can we make our reading program better?
12. Assessment shall be used primarily as
a quality assurance tool
to promote self-
reflection and personal
accountability for one’s
learning.
13. Holistic
Standards-based
Formative
Developmental
Quality of student learning
Critical evidence of learning: content
and performance
14. Information on teaching practices
Guidance in design and delivery of
student learning
Information for parents to support
their children’s development and
growth
15.
16.
17.
18.
19. Substantive content in the curriculum
Facts and information the students
require
Gathering old and new information
20. Constructing meaning and understanding
Interpreting old and new information
Checking comprehension by translation,
interpretation and extrapolation.
21. Big ideas, principles and generalizations
Knowing when to apply; why to apply; and
recognizing patterns of transfer to situations
that are new and unfamiliar
Breaking down big concepts into smaller
concepts
22. Real-life application using authentic tasks
Evaluating ideas and concepts according to
set standards and criteria
Combining elements into a pattern that
wasn’t there before
Applying the new information to new
situations and making judgments
23. Memory/
Right There
Think and
Search
The Concept
and Me
On My own
Signal Words Who, what,
where, when…
Why, how and
what ways
Imagine,
suppose,
predict, if/then
Defend, judge,
justify/what do
you think?
Cognitive
Operations
Naming,
defining,
identifying,
designating
Explaining,
stating
relationships,
comparing and
contrasting
Predicting,
hypothesizing,
inferring,
reconstructing
Valuing, judging,
defending,
justifying
Building KPUP Activities
24. Memory/
Right There
Think and Search The Concept and
Me
On My own
Signal Words Who, what,
where, when…
Why, how and
what ways
Imagine,
suppose, predict,
if/then
Defend, judge,
justify/what do
you think?
Example
Operations
Recitation
Exercises
Supplying
examples
Direct
Questioning
Pencil and Paper
Tests
Oral Reading
Exercises
Silent Reading
Exercises
Retelling
Exercises
Responses to
Texts
Discussion
Activities
Creative projects
Writing projects
Literacy
performances
Standardized
Assessments
Reading on my
own
Reflective
Journals
Notes de l'éditeur
Essential Readings on Assessment, Peter Afflerbach, ed, 2010, International Reading Association