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Report 3 Post-Instructional Components

Characteristics of Learners Which Influence Summative Assessment and


Evaluation
Each students included in the Focus Groups at Maryville Elementary have been
identified as performing below grade level in either reading, comprehension, or
fluency skills. These determinations are made using data gathered from the
following: Measures of Academic Progress (MAP), Teachers College Benchmarks,
Formal and Informal Assessments performed by the classroom teacher, and
historical data from previous grades. The students in my Focus Group have
deficiencies in each of these areas, with comprehension being the most deficient.
These students are eager learners, however, and strive to make improvements on
the weekly benchmarks assessments.
All Summative Assessments/Evaluations Used to Measure Learning
The most prevalent tool used to measure learning is the Measures of Academic
Progress (MAP) assessment. It is given three times per school year, once in fall,
winter, and spring. MAP is norm-referenced, however, so the results can be slightly
skewed. This is why heavy emphasis is also placed on the Teachers College
benchmark assessments, weekly reading comprehension tests, Fountas and Pinnell
Comprehension Assessments, and anecdotal notes provided by the classroom and
Focus Group teacher. All of these scores are compiled and housed in a data
notebook kept by the classroom teacher. The contents of this notebook are shared
with the Literacy Team during Literacy Days at the school. They are also used to
help make decisions about moving students in and out of, or laterally among, the
Focus Groups.
List All Evaluation Materials

Measures of Academic Progress (MAP) data


Teachers College Running Records
Weekly Reading Comprehension Assessments (Journeys Reading Series)
MobyMax Learning Software data (recently started, no viable data yet)
Fountas and Pinnell Books series (Focus Groups)
Anecdotal Notes and Records kept by Classroom and Focus Group Teachers

Procedures Used In Evaluation Process


MAP assessments are performed three times a school year, once in fall, winter, and
spring. These are mandated by the school district and performed during testing
windows given to the schools. When taking these assessments, classes go to either
the Computer Assisted Instruction (CAI) lab or the Interactive Media Lab in the
Media Center. In the CAI lab the students complete the Math portion and in the
Interactive Media Lab the students complete the Reading Portion
Teachers College benchmarks are given in two ways. The school administration
requires at least three of these benchmarks be performed each year. This is the
most common way to obtain the data. The second way is they are given by the

classroom teacher during Guided Reading blocks once every two months or so. The
teachers are, of course, free to give them more if they prefer.
The weekly Reading Comprehension assessments are given in the students
homeroom class by the teacher. This is most commonly done on Fridays, but can
be given any day of the week. Since our school participates in common scheduling,
all 2nd grade teachers give these assessments between 9:00 and 9:45.
MobyMax is a software program we have recently started. The students complete
activities and lesson on MobyMax at least once a week in the CAI lab. However, the
program is also available to use in the classroom so many teachers allow students
to work on MobyMax throughout the school day.
Fountas and Pinnell Focus Group materials are provided to the teachers by the
Reading Specialist. They are used every morning during Focus Group time. The
books and materials are leveled using A-Z and come with included activities to
complete that are embedded into lessons. The students complete between 2-3
books per week, depending on the difficulty level and teacher observation. Included
in this series are comprehension assessments that are given as cold reads with each
odd number book (e.g., book 43). These are completed, data recorded, and
assessments are stored in the data notebook.
Anecdotal notes and records are kept by the classroom and Focus Group teachers.
It is required that you complete at least one session per week with students in Focus
Groups. However, all teachers do at least two to ensure adequate and valid data.
These notes and records are also kept in the data notebooks.

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