General Principles for Assessing Higher-Order Thinking Constructing an assessment always involves these basic principles: Specify clearly and exactly what it is you want to assess. Design tasks or test items that require students to demonstrate this knowledge or skill. Decide what you will take as evidence of the degree to which students have shown this knowledge or skill.
Frequently Assessing writing across the curriculum Questions Q. Is PAR a reading test? PAR is not an assessment of reading ability, but a diagnostic tool to help determine which reading accommodations might be appropriate for a student who struggles with reading.
PAR helps you make more informed reading accommodation decisions by using graded passages that allow you to compare reading comprehension performance across 3 reading conditions student read aloud, adult read aloud and text reader.
Examiners should use standardized reading test scores as a starting place for administering PAR. Data gleaned from PAR should be used in conjunction with other information about a student to help make the best determination about reading accommodations for instruction and testing.
Why use PAR instead of the reading assessments my district already uses? Why do students read the first passage aloud? In this way, you are comparing 3 conditions using the same procedures.
If students are expected to read silently during state or district testing, why examine reading accommodations? Currently, there are national committees looking at testing accommodations that will result in national recommendations.
Department of Education wants to be able to compare special education data across states, but it is difficult to do this fairly across states when testing accommodations differ. However, the main reason to examine reading accommodations is that testing should not drive instruction.
PAR was designed to look at accommodations that will improve learning. If a student learns more in the classroom, they may be able to demonstrate more on the test, even when reading accommodations are not allowed. During the Text Reader condition, why are the comprehension questions read aloud by an adult, instead of using the text reader to read the questions?
For this reason, comprehension questions are read aloud by an adult. Do you need to present multiple passages for each type of reading condition, or just one passage?
To obtain baseline information, you need to use only one passage per condition student read aloud, adult read aloud and text reader. You do need to decide in advance if you want to use narrative or expository passages.
If you want to compare performance across narrative and expository text, then you may want to present both types of passages. This is an excellent suggestion and we will add this to future revisions of the PAR manual. Research has shown that students can listen effectively at a slightly faster rate than they can read aloud.
Have you found effective ways to educate educators on the use of the PAR process? During the second year, they taught teachers how to use the PAR process.10 Assessment in Writing Across the Curriculum The development of WAC programs raised two kinds of assessment questions—concerning assessing students’ work and assessing the suc-.
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Teachers in grades K – 5 and 6 – 12 will work through seven uniquely designed sessions, where. Using Classroom Assessment Techniques. Classroom Assessment Techniques (CATs) are a set of specific activities that instructors can use to quickly gauge students’ comprehension.
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