How to Assess
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Assessments help us gain insights into students' abilities, needs, experiences and interests. When assessing comprehension, there are opportunities to assess of learning, assess for learning and assess as learning. (Churchill, Ferguson, Godinho et al, 2013)
The multiple roles of assessment in comprehension include screening; Diagnostic purposes (strengths and weaknesses) and Formal and Informal assessment.
Blooms Taxonomy provides a very useful framework for teachers to assess comprehension. (Winch et al,2010)
Glassons revised version of this can be found here.
There are informal and formal assessments to monitor an individuals comprehension ability and use of comprehension strategies. Informal assessments are generally through observation and the use of tools, like story boards word sorts, interactive writing, and shared reading. Examples of formal assessments are NAPLAN or state assessments that evaluates all students on important skills and concepts.
Informal Assessments:
Formal Assessments:
- Summarising
- Retelling
- Observations
- Graphic Organisers
- Journal entries
- Listening and reading comprehension
- Qualitative Reading Inventory
- Cloze passage: which is a passage from a recently read book where some of the words are left out. Ask the student to respond to literal and interpretative questions about the text.
Formal Assessments:
- Reading Records
- Tests of Reading Comprehension (TORCH) (a standardised cloze test)
- The Progressive Achievement Tests in Reading (PAT-R)
Below are a number of assessment tools to use in the classroom to assist in the assessment of Reading Comprehension Strategies.
http://www.shelleducation.com/newsEvents/lori_ira2009_handout.pdf
(from the International Reading Association 2009)
(from the International Reading Association 2009)
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comprehension_assessment_rubric.png | |
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This is an assessment rubric written by Keene (2006, p.63) suggested for teachers by Oakley (2011)
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comprehension_strategy_checklist.doc | |
File Size: | 68 kb |
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