they should consider teachers’ opinions and experiences.
This year our school is adding 2-3 teacher voices to our STL team. I think this is reflective of the need for teacher input in admin / policy making decisions.
7 Matching Annotations
- Sep 2020
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www.literacyworldwide.org www.literacyworldwide.org
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public press
NPR had a very intriguing (and sadly honest) series last year about students stress and anxiety levels pertaining to school and pressure to succeed. Highly recommend looking into it.
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mportantly, to ensure valid interpretations of reading scores and reliable scores, test makers’ assessment procedures must be followed precisely
I have seen this become an issue at schools. For instance, we use F&P to progress monitor our students and inform our interventions. If teachers are not all on the same page, or do not administer the test with fidelity, then this can cause ripple effects across grade levels as students progress.
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A strong positive correlation provides convergent validity evidence
I agree with this idea that 1 test should be not representative of what a child knows. It should be a body evidence, gathered throughout the year, that serves as basis of a teacher's responsive instruction.
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Reading scores from formal standardized tests and end-of-grade assessments tend to be most advantageous to adminis-trators and policymakers for accountability purposes.
I agree with this. By the time the previous year's teacher sees these scores, they are already onto the next grade. A wonder I've always had is: how can we make these scores more accessible and useful for the next year's teacher? How can they use the data to inform their instruction the next year? These scores shouldn't just be for admin or policymakers.
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1. Every reading assessment should have a clear purpose.2. Formal reading test score use must be supported by valid-ity and reliability evidence.3. Testing should be done only when necessary
I have found that these "goals" are hard to make a reality. As a teacher, we often do not control when or how often we assess. Like Mr. Garcia, we have our own assessments, school/district assessments, and state-wide assessments we are responsible. It is hard to adhere to the rule of "test only when necessary" or "every reading assessment should have a clear purpose" when we often don't get to decide on these factors
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Is all this necessary? What am I learning from all these scores? What’s happening to my students as a result of all this assessment?
It's so important for teachers to have moments like this. Where we take a step back for a minute and reflect. Assessment, good assessment, should inform our instruction and next steps for students. Here, Mr. Garcia is thinking about just that ("what's happening to my students as a result..."
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