1. Assessment What are the differences between authentic and traditional assessment? What kinds of artifacts can be collected in authentic assessment for different activities? What is the long-term purpose of a portfolio? What is a performance in performance based assessment? Why are rubrics easier for students to understand than simple letter grades?

2. Traditional vs. Authentic Give you an overall understanding how a student compares to peers or to the criteria needed to complete a task. 50% is average and often sufficient Associated directly with an assignment and objective Can be examined repeatedly for seeing growth and strengths Only can be given when a student is independent in a task.

3. What is authentic and appropriate? Determining spelling skills.. Determining reading level.. Determining addition with single digits.. Determining knowledge of geography.. How can these items be used in a portfolio?

4. Behavioral observations What kinds should we look for? –Frequency –Rate –Latency –Duration –ABC A student is continually off-task. How can you accurately observe and record this behavior?

5. Performance-based Assessment Reading inventories –assessing a passage (Fry scale or predetermined) –word recognition accuracy on word list 100 independent; 95 instructional; 90 frustration –comprehension accuracy 90 independent; 75 instructional; 50 frustration Cloze procedures (p.110) –Systematic deletion of words; economical –60 frustration

6. Performance-based Assessment Oral reading errors –Omissions –Insertions –Substitutions –Reversals –Repetitions –Mispronunciations –Hesitations –Unobserved punctuation –Self-corrected v. aided words Always assess reading with 2 copies of the passage (one for you to mark and one for her to read)

7. Performance-based Assessment Writing Error Analysis –# words –# sentences –length of sentences –# spelling concerns and what are common among them –sentence complexity Oral Edit –read story out loud and have the student do the same What are common writing concerns? –spelling –sentence development –punctuation –verbs –nouns

8. Performance-based Assessment Error Pattern Analysis –Teach corrections based exactly on where students struggled Informal Procedures –Fluency (40 digits with 0-2 errors) –Percentage correct

9. Summary What do you look for while a student is reading aloud? If a student reads 48 out of a 50 word passage correctly, what level of reading are they? –independent; instructional; frustration? How might you determine a student’s writing level? How can you apply an error pattern analysis to math instruction? A principal wants you to record a student’s calling out behavior. How might you do this?

10. Tutoring Lesson Plans Is it best to teach to students’ preferred learning style or to teach to all the senses? How can you substitute a strength in speaking with a weakness in writing? Can these substitutions always be made in academic areas? If so, why? If not, why not? What is the benefit of having two students working together? What if they are at different academic or grade levels?