Description
Benchmark – Data Informs Instruction |
Diving deeply into understanding students’ data allows reading/literacy specialists to comprehend how it is used to inform instruction. The data ultimately drives the instruction. It is the reading specialist’s responsibility to ensure all teachers on campus are aware of the importance of data and its relationship to instruction.
Create a 12-15 slide digital presentation that can be utilized as a professional development presentation. Use the assessment you administered in Topic 3 as the basis for your presentation.
Your presentation should:
- Provide a rationale for the assessment you used.
- Describe purposes and attributes of literacy and language assessment.
- Evaluate the strengths and limitations of the assessment.
- Discuss the reliability, validity, and bias of the assessment.
- Describe how educators can collaborate to interpret and use assessment data for decision making regarding instruction and intervention.
- Describe how educators communicate with families to meet the developmental needs of all students.
- Title slide, reference slide, and presenter notes.
Support your presentation with 3-5 scholarly resources.
The digital presentation should include graphics that are relevant to the content, visually appealing, and use space appropriately.
While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
Benchmark Information
This benchmark assignment assesses the following programmatic competencies [and professional standards]:
MA Reading Elementary Ed & MA Reading- Secondary Ed
Brissa Flores
Grand Canyon University: REA-510
November 16, 2020
Rationale for the Assessment Used
• The data is used to:
❑ Identify at-risk students.
❑ Close the learning gap.
❑ Predict student achievement on annual targets.
❑ Promote success in subsequent grade levels.
Purposes of Literacy and Language Assessment
• Promotes decision-making processes.
• Enhances students’ performance on literacy tasks.
• Contributes to student agency.
• Facilitates students’ self-refection.
• Enhances learning in literacy classrooms.
• Prepares and advocates for students’ comprehension.
Attributes of Literacy and Language Assessment
(Cont’d…)
• Literacy assessment:
❑ Is a social process.
❑ Assumes classroom learning context.
❑ Should be meaningful.
❑ Is characterized by cognitive activities.
❑ Is only valid when assisting students learn.
❑ Has various kinds of diversity in languages.
Purposes and Attributes of Language Assessment
(Cont’d…)
• Language assessment:
❑ Exhibits consistency, trust, and dependence.
❑ Should exhibit validity.
❑ Should be practical.
❑ Should provide comparison.
• Authenticity makes up the language responses of
students.
Evaluation of the Strengths of Literacy and Language
Assessment
• Promotes language learning in terms of approaches.
• Advances process-oriented learning through appropriate
testing.
• Facilitates integration of language skills.
• Conveys meaning through oriented-language learning.
• Adopts multilingual competence and language-learning.
• Assessment conceptualizes multifaceted modes.
Evaluation of the Limitations of Literacy and Language
Assessment (Cont’d…)
• Results in contextual variations.
• Results in vulnerability and imbalance to
learning.
• Assessment affects validity of test translation
practices.
• Target inappropriate features for targeted
language.
The Reliability, Validity, and Bias of the Assessment
• Classroom tests and standardized tests should be
reliable.
• Makes assessment and measurement consistent.
• Accuracy of the assessment informs validity.
• Validity involves essentials of the language tests.
• Assessment should correspond to other variables.
• Correspondence avoids bias.
How Educators can Collaborate for interpreting and using
Assessment Data
• Use of formal assessments like tests, essays, or final
projects.
• Collaborate with students by interacting with content.
• Provide students with timely feedback.
• Use explicit, systematic, and fair process.
• Enhances future learning through active reflection.
Assessment Data for Decision-making regarding
Instruction and Intervention
• Teachers
and administrators use standardized test
scores.
• Assessment data include attendance data and behavior
data.
• Data used to make decisions.
• Decisions based on areas of students’ learning gaps.
• Gaps include curriculum coverage.
How Educators Communicate to Meet Needs of All
Students
• Collaborate with colleagues.
• Cultivate consistency in learning.
• Develop a student-centered mindset.
• Adopt multiple forms of assessment.
• Partner with families of students.
References
• Coombe, C., & Mohebbi, H. (2020). Language Assessment Literacy: What Do
We Need to Learn, Unlearn, and Relearn?. Language Testing in Asia, 10.
https://languagetestingasia.springeropen.com/articles/10.1186/s40468-020-001016
• Kern, D., Bean, R. M., Swan, D. A., DeVries, B., Dodge, A., Goatley, V., Ippolito,
J., … Walker-Dalhouse, D. (2018). Preparing reading/literacy specialists to meet
changes and challenges: International Literacy Association’s Standards
2017. Literacy Research and Instruction, 57(3), 209-231.
https://www.tandfonline.com/doi/abs/10.1080/19388071.2018.1453899?scroll=to
p&needAccess=true&journalCode=ulri20
• Levi, T., & Inbar-Lourie, O. (2020). Assessment Literacy or Language
Assessment Literacy: Learning from the Teachers. Language Assessment
Quarterly, 17(2), 168-182.
https://www.tandfonline.com/doi/abs/10.1080/15434303.2019.1692347?journalC
ode=hlaq20
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