Eloquently said!!! Sally
On 10/10/11 1:28 PM, "Palmer, Jennifer" <jennifer.pal...@hcps.org> wrote: > I highly value teacher observation, especially, Renee, the one-on-one type > that you describe. And certainly screening assessments have been misused in > too many schools to count. In addition there are a lot of assessments that are > just terrible, especially when used to guide teaching. (Like "speeded" tests > for example.) And, finally, many schools are not assessment literate and try > to use summative assessments meant for program evaluation to guide > instruction. This misuse of assessment has made many teachers gun-shy of all > assessments because they see the damage that the misuse causes. > > Assessment has been a major focus of my own professional reading for the past > few years and what I have come to understand is that if it is done well, it is > a tool that makes our work as teachers much easier. Misused, it is probably > better to not use them at all given the damage that can occur. I have seen > teachers teach nonsense words so that their kids could pass DIBELS. That is a > grave misuse which sends the wrong signal about what reading really is!! BUT, > I have also personally seen screening tools draw attention to kids that were > missed by teachers in previous years who did not use the screening tools. It > requires a thorough understanding of what the screening assessment can and > cannot do... and above all it requires assessment literacy. Professional > development is so crucial at ALL LEVELS...(especially administration!!) so > that the tools are understood and not misused. > > Now about teacher observation... Speaking only for myself here, I found, > however, that even my own experienced observations were contextual and very > situational. Some decent assessments given to those kids in trouble really > helped me gain insights into why I was observing what I was observing. The > more experience I have gained, the more I have learned to verify my > observations and not draw conclusions too hastily. Just another point of > view...I guess I believe there is an art and a science to teaching. The art > just might be in the decisions not only about instruction, but about gathering > information to inform instruction. Teachers and schools are as individual as > students. > > Jennifer L. Palmer > Instructional Facilitator, National Board Certified Teacher (EC Gen) > > Magnolia Elementary School (Home School) > 901 Trimble Road, Joppa, MD 21085 > Phone: (410) 612-1553 > Fax: (410) 612-1576 > In EVERY child...a touch of GREATNESS!!! > Proud of our Title One School! > > Norrisville Elementary School > 5302 Norrisville Rd > White Hall, MD 21161 > Phone: 410-692-7810 > Fax: 410-692-7812 > Where Bright Futures Begin!!! > > ________________________________ > > From: mosaic-bounces+jennifer.palmer=hcps....@literacyworkshop.org on behalf > of Renee > Sent: Mon 10/10/2011 11:04 AM > To: Mosaic: A Reading Comprehension Strategies Email Group > Subject: Re: [MOSAIC] title 1 reading - help > > > > This was my first thought as well. There is no tool as good as ongoing > teacher observation. The powers that be, especially publishers, have > convinced so many people that this or that tool is more reliable than > the teacher's own observations. > > Think about this: what does a "tool" tell you that you do not know > yourself? I know that when I was teaching full time, I knew which > students needed extra support just by listening to them read to me, in > private, one on one. > > Renee > > > On Oct 9, 2011, at 7:09 PM, Sally Thomas wrote: > >> I wonder why special screning tools would be necessary if we use miscue >> analysis, words knowledge assessment (Words Their Way), observations, >> comprehension rubrics informally ala Keene etc. Those are part of >> ongoing >> classroom assessment. I would think a teacher would know strengths and >> needs and wouldn't need outside tools! >> Sally >> >> >> On 10/9/11 6:12 PM, "Dear" <threedc...@aol.com> wrote: >> >>> I've been following this conversation and I am wondering what >>> screening tools >>> people are using to identify students' needs. > > " What was once educationally significant, but difficult to measure, > has been replaced by what is insignificant and easy to measure. So now > we test how well we have taught what we do not value." > - Art Costa, emeritus professor, California State University > > > > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive > > > > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive > _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
