The Verdict is in on Assessment; and most educators believe that the best way to assess students progress is through a paper and pencil test. Most of the decisions made by our educational technocrats are based on paper and pencil test. Standard setting, students at risk of school failure, strugglers, jugglers most of the errs are based on an examination. It leaves me reflecting, what is the purpose of assessment in the teaching/learning environment?
According to the Wikipedia Encyclopedia, assessment involves the process of documenting, usually in measurable terms knowledge, attitudes, skills and beliefs. The book “Classroom Assessment- Concept and Application”, views assessment as the process of collecting, synthesizing and interpreting information to aid in decision making. Another definition of the term assessment is reiterated in the report given by N S W on Government schools which states that assessment involves the process of identifying, gathering and interpreting information about students’ learning.
Now that we are clear on what is assessment let us look at why we should assess?
Kathleen Cotton, (2000), believes that assessment is an imperative that informs decision making. Administrators, educators, parents, students, businessmen as well as the ordinary folks are called upon every day to anticipate in as well as make decisions. The choices made by an individual or a group will impinge upon the long term or short term goals of an organization or structure. As the authors of the book, “Classroom Assessment-Concept and Application states assessment is a necessary part of life. If this statement is true then why do we assess?
To respond to the renowned question-Why assess; the responses are many and vary according to need(s). Assessment encompasses six (6) basic purposes. These functions include the establishment of classroom equilibrium; the planning and conducting of instructions, placement of pupils, provision of feedback and incentives, diagnosis of pupils’ problems and disabilities and making judgments and grading academic learning and progress of individuals.
Establishing and maintaining equilibrium in a class is important. The classroom is viewed as that complex social setting in which people interact with one another in a multitude of ways. Assessment practices ensure that classrooms become positive, safe, social and learning environments where the productivity levels of students, involvement of parents as well as the effectiveness of educators are at an all time high thus fostering an ambience of order, discipline and cooperation. As the intricacies of assessment is noted by the Wikipedia Encyclopedia; one highlight of this article is the needed orderliness that assessment strategies create within the perimeter of classrooms to ensure that the teaching and learning strategies utilized are successful thus acquiring the target behaviours desired. As classroom equality and equity is promoted, acquired and preserved via assessment a milieu of order and stability is guaranteed. The processes of assessment ensure that all classrooms, display, promote, create and maintain a viable, social as well as learning atmosphere where the virtues of equity, equality and quality subsist harmoniously at all time.
Assessment information is utilized to organize pupils into a functioning classroom society that plan, carry out instructions and act as a determinant of students’ learning. Assessment involves much more than the administration of paper and pencil tests to individuals. Planning and instructing are essential school and classroom activities that are informed by this process. The Holy Bible signals that a nation without a vision will perish. Therefore the proceeds of assessment aid administrators, staff, children, parents and other stakeholders in the project of visioning, establishment of a mission, setting of goals and objectives. These are utilized in the planning stages of an organization; as well as design and develop programmes that cater for the needs of their clientele and by extension the wider society.
As students are diagnosed and disabilities known, the process of assessment is essential in keeping records, placing students and ensuring that they get the best possible support system to aid them in their learning environment. The importance of assessment in these situations and in every other circumstance plays a crucial role in the lives of the neuro-a-typical (students at risk of educational failure) child, Trinidad and Tobago Reading Association Conference, 2007. The assessment data retrieved can be utilized in identification and understanding of learners’ problems and the development of remedial packages to deal and assist with the challenges they face in their learning and teaching environment. The process of assessment makes it easier for educators to spot students with learning, emotional or social challenges in the classroom. Assessment procedures, strategies and types ensure that this process is easy, reliable, valid, usable and authentic. Once proper identification of students’ issues are observed, one can carry out remedial and improvement programmes, make referrals as well as valid and useful recommendations. This activity also caters for specialized diagnosis and remediation outside of the classroom atmosphere. Students who display disabilities, deficiencies or gifts are observed and dealt with expediently once apt assessment policies are formulated and utilized by all involved in the marketing of quality education.
The task of judging, scoring and making final judgement about students’ learning at the end of the instructions are unproblematic and more reliable with the introduction of assessment. As evaluation is introduced a new twist is brought to the ambience of teaching as well as learning. Students have a purpose for learning and teacher reiterate and reflect on their rationale for teaching. Creative strategies to monitor students’ progress are employed to facilitate the process of assigning grades and scores which are final. Assessment ensures that feedback is given and utilized in the process of monitoring and improving students’ performance through introspection and the development and commencement of metacognitive strategies.
As budding reading specialist we need to understand that we do not only assess students but self reflection is also a key component in improving students and teachers overall performance.
Thursday, August 5, 2010
Monday, August 2, 2010
The Reading Specialist a Transformational Leader in the Reading Classroom (An interview with a budding specialist)
You must be the change you wish to see in the world, Mahatma Gandhi. There is a new euphoria that has embraced the reading ambience worldwide. There is a new kid on the block in today's reading classroom. The kid is slick, flexible, diplomatic, knowledgeable; and given the mandate to improve the reading classrooms. That kid is called a reading specialist geared towards the ideologies of improved students' learning and teacher efficacy in a bid to make schools more effective, dynamic and purposeful.
In this blog one will explore the dynamics of reading specialists; who they are; what are their roles and responsibilities; what qualifications they need; and the characteristics that are vital to their efficiency in the classroom.
Who or what is a reading specialist?
The International Reading Association deems reading specialist as an individual or individuals who work closely with children to help them achieve reading skills that match their current grade level. They are also nicked named reading teachers or coaches.
These individuals strive to increase the reading capabilities of all students through school wide reading programmes, literacy materials and resources and on-going collaboration with classroom teachers, parents and administrators.
What is the job description of a reading specialist?
A reading specialist is required to:
1. Use a diversity of strategies to deliver instructions, individualized lessons, and support children who need to know how to read and comprehend meaning from printed words and other materials.
2. Conduct assessments to determine student reading level, need, interest, ability, preference or style as well as their instructional level.
3.Create and institutionalize effective, individualized reading plans to match students' ability, diversity, learning style, needs and preferences.
4. Guide children through reading and writing activities that help them overcome their specific literacy struggles.
5.Consult with parents and teachers to recommend at home strategies that facilitate and foster reading skills and improvement
6. Work with school librarians to include materials on literacy education.
7. Co-ordinate school wide reading intervention programmes and literacy that work.
8. Have a significant amount of knowledge about technology and how it can be integrated within the learning/ teaching milieu.
What should reading specialist know?
He or she must be knowledgeable about:
1. The components of reading and literacy curricula and programme.
2. Techniques for teaching reading and literacy in the classroom.
3. How to assess students' reading/literacy progress.
4. Research and evaluate reading and literacy data.
5. Identify trends and issues in reading research
How does one qualify to be a reading specialist?
One must be well qualified academically. He or she must be the holder of a first or second degree in reading/literacy from a well accredited educational institution. He or she must also illustrate a key interest in the area of reading/literacy; as well as possess a great amount of experience in the classroom dealing with students with literacy challenges.
Bearing all this in mind, what qualities must the reading specialist as a transformational leader possess?
He or she should:
be dynamic, flexible, committed, diverse
knowledgeable about literacy and techniques that will improve literacy.
have great interpersonal skills
cooperative
loving
humble
motivational and inspirational
spiritually sound
observant
Network and share best practices
seek continuous development and training
be a part of a professional reading organization and attending regular conferences.
must be a leader.
confidentiality is another significant quality of a reading specialist with a quest to improve students, teachers, schools and communities.
In this blog one will explore the dynamics of reading specialists; who they are; what are their roles and responsibilities; what qualifications they need; and the characteristics that are vital to their efficiency in the classroom.
Who or what is a reading specialist?
The International Reading Association deems reading specialist as an individual or individuals who work closely with children to help them achieve reading skills that match their current grade level. They are also nicked named reading teachers or coaches.
These individuals strive to increase the reading capabilities of all students through school wide reading programmes, literacy materials and resources and on-going collaboration with classroom teachers, parents and administrators.
What is the job description of a reading specialist?
A reading specialist is required to:
1. Use a diversity of strategies to deliver instructions, individualized lessons, and support children who need to know how to read and comprehend meaning from printed words and other materials.
2. Conduct assessments to determine student reading level, need, interest, ability, preference or style as well as their instructional level.
3.Create and institutionalize effective, individualized reading plans to match students' ability, diversity, learning style, needs and preferences.
4. Guide children through reading and writing activities that help them overcome their specific literacy struggles.
5.Consult with parents and teachers to recommend at home strategies that facilitate and foster reading skills and improvement
6. Work with school librarians to include materials on literacy education.
7. Co-ordinate school wide reading intervention programmes and literacy that work.
8. Have a significant amount of knowledge about technology and how it can be integrated within the learning/ teaching milieu.
What should reading specialist know?
He or she must be knowledgeable about:
1. The components of reading and literacy curricula and programme.
2. Techniques for teaching reading and literacy in the classroom.
3. How to assess students' reading/literacy progress.
4. Research and evaluate reading and literacy data.
5. Identify trends and issues in reading research
How does one qualify to be a reading specialist?
One must be well qualified academically. He or she must be the holder of a first or second degree in reading/literacy from a well accredited educational institution. He or she must also illustrate a key interest in the area of reading/literacy; as well as possess a great amount of experience in the classroom dealing with students with literacy challenges.
Bearing all this in mind, what qualities must the reading specialist as a transformational leader possess?
He or she should:
be dynamic, flexible, committed, diverse
knowledgeable about literacy and techniques that will improve literacy.
have great interpersonal skills
cooperative
loving
humble
motivational and inspirational
spiritually sound
observant
Network and share best practices
seek continuous development and training
be a part of a professional reading organization and attending regular conferences.
must be a leader.
confidentiality is another significant quality of a reading specialist with a quest to improve students, teachers, schools and communities.
Saturday, July 31, 2010
Who Will Help Me Write?
Who will help me write? I will if I know what to do.
In many classrooms through out the world children and adults struggle with writing exercises; this is particularly so for factual inscriptions. Raymond Hackette, 2010, reflects and asks what is the purpose of education and what is the purpose of schools? Most individuals will shout readily, the purpose of education is to get a good job; and the purpose of schools are to get a good education. Raymond Hackette, in his dissertation quotes from Roger Smith, Creating the Effective Primary School: A Guide to School Leaders and Teachers; "The purpose of education can be broken down into four purposes:
1. Intellectual Purposes
2. Social Purposes
3. Emotional Purposes
4. Physical purposes
Bearing this in mind I will epitomize the many crisis that prevent our Children from achieving excellence in writing competencies and endeavours. Now Writing has an intellectual component to it that is often neglected by educators. I do not believe that this is a deliberate act of our teachers but merely a lack of knowledge, skills and attitudes in the writing arena; being able to write proficiently is one thing but teaching writing proficiency is another ideology.
Writing also has a social aspect to it. In our classes we seldom encourage team work, cooperation and collaboration among our students. Just reflect for a while and picture the seating arrangement of students in your classroom. Human beings are social by nature, hence the reason we are dependent on each other for support, praise, motivation and advice.
Students in an emotionally safe writing environment will write without being told, and share their scripts with their peers. If this is done in some classrooms, it is deemed as copying and students are often degraded and demoralized for this act of kindness.
Writing also postulates a physical goal, which should be to allow students the opportunity to spend as much time as is needed to complete the writing process. In the real world educators seldom utilise the Writing Process for one reason or the other. In my conferences with teachers they perceive it as time consuming and infringes on their ability to complete the national curricula. In the Physical feature of writing students must be directed to write for authentic, purposes and audiences.
This might be a mouthful to chew on; however I would make several recommendations in an effort to improve the educational frontier of our country and raise the achievement bars of struggling writers.
In many classrooms through out the world children and adults struggle with writing exercises; this is particularly so for factual inscriptions. Raymond Hackette, 2010, reflects and asks what is the purpose of education and what is the purpose of schools? Most individuals will shout readily, the purpose of education is to get a good job; and the purpose of schools are to get a good education. Raymond Hackette, in his dissertation quotes from Roger Smith, Creating the Effective Primary School: A Guide to School Leaders and Teachers; "The purpose of education can be broken down into four purposes:
1. Intellectual Purposes
2. Social Purposes
3. Emotional Purposes
4. Physical purposes
Bearing this in mind I will epitomize the many crisis that prevent our Children from achieving excellence in writing competencies and endeavours. Now Writing has an intellectual component to it that is often neglected by educators. I do not believe that this is a deliberate act of our teachers but merely a lack of knowledge, skills and attitudes in the writing arena; being able to write proficiently is one thing but teaching writing proficiency is another ideology.
Writing also has a social aspect to it. In our classes we seldom encourage team work, cooperation and collaboration among our students. Just reflect for a while and picture the seating arrangement of students in your classroom. Human beings are social by nature, hence the reason we are dependent on each other for support, praise, motivation and advice.
Students in an emotionally safe writing environment will write without being told, and share their scripts with their peers. If this is done in some classrooms, it is deemed as copying and students are often degraded and demoralized for this act of kindness.
Writing also postulates a physical goal, which should be to allow students the opportunity to spend as much time as is needed to complete the writing process. In the real world educators seldom utilise the Writing Process for one reason or the other. In my conferences with teachers they perceive it as time consuming and infringes on their ability to complete the national curricula. In the Physical feature of writing students must be directed to write for authentic, purposes and audiences.
This might be a mouthful to chew on; however I would make several recommendations in an effort to improve the educational frontier of our country and raise the achievement bars of struggling writers.
- I propose that the Ministry of Education participate in an educational drive to edify teachers on the intricacies of essay writing; the varying challenges students face when writing (e.g. writer's block, sentence construction and fluency); Instructional strategies that will work as well as demonstrations of these strategies.
- Allow students to write for real audiences and purposes.
- Utilise the Writing Process enhanced by the ideologies of 6 traits + 1
- Encourage Writing Groups and socialization among students, as a means of support, scaffolding, building confidence and motivation.
- Develop a library with literature and varying genre of readings for all individuals attached to the learning/teaching milieu.
- Last but not least give students opportunities to write and read collectively and collaboratively. There are so many suggestions that can be giving to improve the writing environment but time does not permit this.
Thursday, July 22, 2010
How Can I Create a Reading Environment That Meet the Needs of My Male Students?
Research in the United States of America has illustrated that boys are not doing as well as their counterpart, the girls. However,this phenomenon is not restricted to the United States alone but is a universal challenge; one that needs urgent attention and intervention.
Bill Brozo, 2010 believes that for boys to engage in reading practices that will stimulate and improve their reading competencies and achievements; their experiences must enable them to participate in meaningful reading activities that matter to them. Bill Brozo, 2010, went on to state that boys seldom read during the summer vacation when there are a host of outdoor activities going on right before their eyes. At present there are several music and sporting camps being offered by varying ministries aligned with governmental and non-governmental organizations. Among the activities being offered are football, table and lawn tennis, cricket and Pan in the Classroom.
Bill Brozo, 2010 in his article articulated that males are less motivated to read than girls and their reading attainment is significantly lower than girls in virtually every state in the United States of America. He also stated that encouraging reading among boys may seem daunting but it is a critical goal.
He ,(Brozo), believes that the only way for one to overcome this dilemma is to capitalize on the interest of boys. Once the males are not marginalized in one way or the other they will develop and foster a love and appreciation for reading. Educators need to pay attention to the materials that they select for boys to read. The articles, books or other genre must connect with the interest and previous knowledge of the male students. In other words there must be a marriage of association, where the students must be able to link their experiences and knowledge with the articles about to be read or read.
As a reading teacher, I would do an interest inventory for all readers (both males and females) and match the reading material selected with their levels, interests and needs. For example vary the materials read by both the boys and girls and allow them to share their readings via group activities, podcasts, story boards, blogs, wikis or graphic organizers. These reading could include newspapers, instruction manuals on phones and other interested devices. Once the reading activity and materials are interested, purposeful, motivational, empowering and engaging, our male clientele will improve rapidly in their reading endeavours.
In my reflection I can align myself to the perils of the boys due to the fact that, if the material presented to me for reading is not interested or purposeful; I do have a hard time reading and extracting the information from within it.
Bill Brozo, 2010 believes that for boys to engage in reading practices that will stimulate and improve their reading competencies and achievements; their experiences must enable them to participate in meaningful reading activities that matter to them. Bill Brozo, 2010, went on to state that boys seldom read during the summer vacation when there are a host of outdoor activities going on right before their eyes. At present there are several music and sporting camps being offered by varying ministries aligned with governmental and non-governmental organizations. Among the activities being offered are football, table and lawn tennis, cricket and Pan in the Classroom.
Bill Brozo, 2010 in his article articulated that males are less motivated to read than girls and their reading attainment is significantly lower than girls in virtually every state in the United States of America. He also stated that encouraging reading among boys may seem daunting but it is a critical goal.
He ,(Brozo), believes that the only way for one to overcome this dilemma is to capitalize on the interest of boys. Once the males are not marginalized in one way or the other they will develop and foster a love and appreciation for reading. Educators need to pay attention to the materials that they select for boys to read. The articles, books or other genre must connect with the interest and previous knowledge of the male students. In other words there must be a marriage of association, where the students must be able to link their experiences and knowledge with the articles about to be read or read.
As a reading teacher, I would do an interest inventory for all readers (both males and females) and match the reading material selected with their levels, interests and needs. For example vary the materials read by both the boys and girls and allow them to share their readings via group activities, podcasts, story boards, blogs, wikis or graphic organizers. These reading could include newspapers, instruction manuals on phones and other interested devices. Once the reading activity and materials are interested, purposeful, motivational, empowering and engaging, our male clientele will improve rapidly in their reading endeavours.
In my reflection I can align myself to the perils of the boys due to the fact that, if the material presented to me for reading is not interested or purposeful; I do have a hard time reading and extracting the information from within it.
Saturday, July 10, 2010
The Reading Environment and ICT
Does Information and Communication Technologies have a part to play in today's reading ambience?
Some individuals might say yes whilst others might say no. However, to respond to this question effectively one must know what is Information Technology as well as Communication Technology. It is also critical to compare and contrast their functions, advantages, disadvantages in the reading classroom. One must also be able to visualize how these resources will assist the accelerating or struggling learners. It is imperative to discuss their importance in one instructional and assessment designs.
As educators preach about the challenges they face within the walls of their classrooms, I.C.T. can be used as the vehicle to assist with the elimination of these problems. Many reading settings need dynamic and diverse strategies and technologies to enhance them. The use of the computer, graphic organisers, E-beams, wikis, Storyboards, podcasts and interactive charts and games will allow the learners to excel and comprehend well the concepts taught.
As teachers and students strive for excellence in the reading ambience, I.C.T is an important assets in an effort to maximize students attainment.
Some individuals might say yes whilst others might say no. However, to respond to this question effectively one must know what is Information Technology as well as Communication Technology. It is also critical to compare and contrast their functions, advantages, disadvantages in the reading classroom. One must also be able to visualize how these resources will assist the accelerating or struggling learners. It is imperative to discuss their importance in one instructional and assessment designs.
As educators preach about the challenges they face within the walls of their classrooms, I.C.T. can be used as the vehicle to assist with the elimination of these problems. Many reading settings need dynamic and diverse strategies and technologies to enhance them. The use of the computer, graphic organisers, E-beams, wikis, Storyboards, podcasts and interactive charts and games will allow the learners to excel and comprehend well the concepts taught.
As teachers and students strive for excellence in the reading ambience, I.C.T is an important assets in an effort to maximize students attainment.
Thursday, July 8, 2010
Differentiation a teaching and assessment tool to stimulate, appreciate and collaborate learners and teachers in the Reading environment.
In the twenty first century educational institutions are faced with several challenges that now plague schools and may be deemed as factors that contribute to high student underachievement and teacher ineffectiveness. The task at hand is to make schools an archetype of continuous learning; on-going professional and staff development initiatives; improved instructions that are tailored to suit the needs of all student; as well as the creation of an environment that adds value to the lives of learners; promote quality education and is also cognizant of excellence.
Today I believe that the dogma of Differentiated Instructions can positively change the teaching and learning environment of all individuals. As stakeholders in the partnership of education strive for improvement in reading; the utilization of Differentiation can bring about a new and creative dynamism to the school settings.
Differentiated instructions calls for an all hands on-deck philosophy(collaboration). One of its pillar is continuous modification of language and instructions to meet the needs of diverse learners(flexibility). This methodology appreciates and stimulates the learners, teachers and the learning preferences of students in an attempt to excite and stimulate their learning ambience.
In the twenty first century educational institutions are faced with several challenges that now plague schools and may be deemed as factors that contribute to high student underachievement and teacher ineffectiveness. The task at hand is to make schools an archetype of continuous learning; on-going professional and staff development initiatives; improved instructions that are tailored to suit the needs of all student; as well as the creation of an environment that adds value to the lives of learners; promote quality education and is also cognizant of excellence.
Today I believe that the dogma of Differentiated Instructions can positively change the teaching and learning environment of all individuals. As stakeholders in the partnership of education strive for improvement in reading; the utilization of Differentiation can bring about a new and creative dynamism to the school settings.
Differentiated instructions calls for an all hands on-deck philosophy(collaboration). One of its pillar is continuous modification of language and instructions to meet the needs of diverse learners(flexibility). This methodology appreciates and stimulates the learners, teachers and the learning preferences of students in an attempt to excite and stimulate their learning ambience.
Tuesday, July 6, 2010
What the Reading Environment Should Not Be.
Behind every classroom door lies a diversity of students, with multiple needs, interest and learning styles. Due to this assumption the reading classroom should not just cater for one type of learner but should ensure that the needs of all are met. The Ideal Reading environment should have a genre of literature that suits and meet every one's interest and needs. This scene should also have games, technological resources, research centers, writing centers, , audio tapes and centres, fluency cards; a role play corner that includes experiences with puppetry, charades and other games that will motivate students to learn. Do not forget that the environment should be print rich but not over done. As budding reading specialist we need to collaborate and consult inorder to ensure that we have a picturesque setting that appeal to to the learners of the twenty first century.
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