ED2631 Lecture Notes - Lecture 9: Auditory Phonetics, Phonics, Numeracy
English 2: Reading and Viewing
Lecture Nine – Week Nine
Assessment, Effective Teaching, Review & Exam
• Assessment
o At least 8 sub-strands
o 9 Content descriptors
o Year 2 – Early reading → transitional phase
o Rationale
▪ Bloom’s taxonomy
▪ 4 roles of the reader
o Highlight sections of achievement standards
• This week:
o Revision of Assessment & Evaluation
o Effective teaching of Reading
o Integrated, Balanced, Explicit, Systematic,
o Four literacy resources model
o Brian Cambourne’s conditions of learning
o Exam information
• Assessment for/of learning
o Assess students’ learning to determine their current level of knowledge and skills and provide them with
purposeful feedback.
o Why do we assess?
▪ Identify a starting point for teaching at the beginning of the school year
▪ Plan for on-going teaching
▪ Placing students into groups for common learning needs & guided reading
▪ Evaluate the effectiveness of teaching programs
▪ Identify students who need extra support or extension
▪ Evaluate the effectiveness of whole-school programs
▪ Provide feedback to students
▪ Reporting to parents
• Assessment and Evaluation
o What is the difference between assessment and evaluation?
▪ Assessment – gathering data. Effective teachers gather and record information constantly in a
range of ways
▪ Evaluation – making judgments about the information gathered. The teacher draws conclusions
about the progress of students and the effectiveness of teaching plans
o Assessment without analysis of data is meaningless
• Collecting Reading Information
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2
o P 24-40 of FSR MD
• Final Thoughts on Assessment and Evaluation
o Assessment is only useful if it is used to guide and inform your teaching practice.
o Diagnostic types of assessments provide you with rich information to help you identify and meet your
students’ needs.
o Assessments should be educative - should inform the learner as well as the teacher. Assessment criteria
should be explicit so the student knows what you are looking for.
o A comprehensive range of reading assessments is necessary to give a fair and valid picture of the learner.
• An effective teacher of reading
o The teacher’s role is crucial
▪ Integrated
• Literacy, like numeracy and ICT, is not a separate learning area. It needs to permeate all
learning areas.
• Think about the literacy required for each subject
o Reading & Viewing, Writing, Speaking and listening
• Develop students’ literacy across all four literacy resources
• Taught through the use of authentic reading and writing contexts.
o Examples
▪ Balanced
• Meaning is at the core of all reading
• Recognises the interaction between reading and writing
• Recognises the importance of context in reading – authentic tasks
• Places equal emphasis the development of semantic, syntactic, graphophonic and visual
knowledge through systematic and explicit teaching
• Importance of developing effective strategies
• Instruction across a range of text types
• Promotes a balance of modelled, shared, guided and independent reading opportunities
• Instruction is based on effective assessment
• Winch, et al (2015), p.6
▪ Explicit
• Literacy teaching is explicit when teachers:
o Directly and intentionally teach the skills and strategies that students need to
become effective readers.
o Effective reading/viewing strategies for word identification and comprehension
o Foundations of literacy..... etc
▪ Phonological awareness & phonics
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find more resources at oneclass.com
Document Summary
Assessment, effective teaching, review & exam: assessment, at least 8 sub-strands, 9 content descriptors, year 2 early reading transitional phase, rationale, bloom"s taxonomy, 4 roles of the reader, highlight sections of achievement standards, this week: Identify a starting point for teaching at the beginning of the school year: plan for on-going teaching, placing students into groups for common learning needs & guided reading, provide feedback to students, reporting to parents. Identify students who need extra support or extension. Evaluate the effectiveness of whole-school programs: assessment and evaluation, what is the difference between assessment and evaluation, assessment gathering data. Effective teachers gather and record information constantly in a range of ways. Evaluation making judgments about the information gathered. Literacy, like numeracy and ict, is not a separate learning area. Think about the literacy required for each subject: reading & viewing, writing, speaking and listening, develop students" literacy across all four literacy resources.
