JHLA Junior High Literacy Assessment. The 2006-2007 school year saw the first administration of the Junior High Literacy Assessment. The assessment was.
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Presentation on theme: "JHLA Junior High Literacy Assessment. The 2006-2007 school year saw the first administration of the Junior High Literacy Assessment. The assessment was."— Presentation transcript:
The 2006-2007 school year saw the first administration of the Junior High Literacy Assessment. The assessment was developed by junior high teachers, representing all school boards in Nova Scotia, under the direction of the Evaluation Services division of the Department of Education.
Functional Literacy For the purpose of the Junior High Literacy Assessment, ‘literacy’ is defined as the ability to understand, use, reflect on and create a variety of written texts and other forms of text, in order to function and make one’s way independently in the world; to effectively interpret and engage in the world; and to develop one’s knowledge and potential. Department of Education, 2007
All grade 9 students in public schools in Nova Scotia participated in the assessment, with the exception of students with an Individual Program Plan (IPP) in English language arts.
The assessment was administered during the first hour-and-a-half on the mornings of May 28, 29, 30, and 31, 2007. It took place at each school with grade 9 students in a classroom setting.
Format Every grade 9 student was assigned an assessment booklet which consisted of reading and writing sections. Students read a variety of materials, and answered questions based on those readings. Materials included information texts, short stories, poetry or song lyrics, and visual media texts. Students also wrote an essay and a story.
Reading Genre: Information Text -35% Literary Prose – 20% Visual Media – 30% Poetry – 15% Cognitive levels: Literal Comprehension – 50% Analysis – 50%
Outcomes Reading and Viewing By the end of grade 9 the student will be expected to…. Demonstrate an understanding that information texts are constructed for particular purposes. Use cueing systems and a variety of strategies to construct meaning in reading and viewing increasingly complex print and media texts. Demonstrate that print and media texts are constructed for particular purposes and audiences (describe how specific text and genre characteristics contribute to meaning and effect). Note: These outcomes are a sampling of some of the curriculum outcomes prescribed in the English Language Arts Curriculum Guide. Teachers should not limit instruction to this narrow band of outcomes.
Writing Ideas Organization Word Choice Matters of Correctness
Writing Genre: Persuasive letter or essay -50% Literary Fiction – 50%
Outcomes Writing and Other Ways of Representing By the end of grade 9 the student will be expected to… Expected to use a range of strategies in writing and other ways of representing. Make informed choices of language to create a range of interesting effects in imaginative writing and other ways of representing. Demonstrate an awareness of the effect of context on writing … make appropriate choices of forms, style, and content for specific audiences and purposes. Consistently use the conventions of written language in final products. Note: These outcomes are a sampling of some of the curriculum outcomes prescribed in the English Language Arts Curriculum Guide. Teachers should not limit instruction to this narrow band of outcomes.
Monitor The purpose of the assessment is to monitor the progress of individual students in meeting a representative number of reading and viewing and writing outcomes of the Atlantic Canada English Language Arts Curriculum.
Identify The assessment aimed at identifying students who are not yet meeting the targeted reading and viewing and writing outcomes of the Atlantic Canada English Language Arts Curriculum.
Support It is expected that individual student results will be used to inform instruction and make decisions about forms of support/intervention that would be most effective in further supporting the student's development as a reader and writer in all subject areas.
The results of the assessment will not be used to determine whether a student is promoted or retained, and will not be used to determine whether a student graduates from high school.
Marking of the JHLA Student responses to the selected questions in the reading and viewing sections of the assessment were scanned by computer. Student writing was scored in July by a provincial team of grade 9 teachers, representing all school boards in Nova Scotia under the direction of the Department of Education.
JHLA Follow-up On Friday, January 11, 2008 the Department of Education provided the principals of schools with grade 10 with electronic versions of the 2006- 2007 Junior High Literacy Assessment: Report for School Administration and Teachers.
Each high school received ~ a school summary ~ individual student data forms
Interpreting JHLA Overall Performance in Reading Genre/Cognitive Levels/ Specific Curriculum Outcomes for Reading Overall Performance in Writing
In mid-February, the Department of Education will provide the principals of schools with grade 10 with electronic versions of the 2006-2007 Junior High Literacy Assessment: Report for Parents/Guardians. Schools are expected to print the reports and distribute them to parents/guardians.
For students who are noted as not yet having met expectations in the reading and/or writing sections of the JHLA, their teachers are required to complete Learning through Literacy documentation during second semester
Learning Through Literacy Documentation ~ references whole class instructional practices used to support continued reading and writing development ~ notes individual progress with literacy for identified students ~ shares transition notes to assist teachers in the next semester/school year
Learning through Literacy at Senior High: A Teaching Resource To assist teachers with completing the Learning through Literacy documentation for identified students, Learning through Literacy at Senior High: A Teaching Resource will be distributed to all teachers involved. This resource offers suggestions to help teachers infuse supportive instructional practices into whole class lessons, recognizing that many teachers may find this approach more manageable than providing individual support.
In April 2008 (tentative) the provincial, board, and school results of the 2006-2007 Junior High Literacy Assessment will be published in the Minister’s Report to Parents: 2007 Student Assessment Results
More Information http://jhla.ednet.ns.ca http://hrsbstaff.ednet.ns.ca/lsp/