Therefore, the information gained from assessment allows a teacher to create appropriate instruction for their students.Īdditionally, a fifth purpose of assessment is to provide teachers with information on how instruction can be improved. It is important for teachers to use instructional time effectively, and this can be done when teachers are knowledgeable about what their students are ready to learn and what they already know. The information gained from assessment allows teachers to know if all students are mastering the content covered. Through consistent assessment, a teacher can make informed decisions about what instruction is appropriate for each student.Ī fourth purpose is to demonstrate the effectiveness of instruction. A teacher can learn which students need review before covering additional content and which students are ready to move forward.Ī third purpose is to guide teacher instruction. It is needed to help teachers know the skill levels of their students, since students have varying experiences and knowledge.Ī second purpose is to monitor student progress. Assessment provides teachers with information on what skills students have and have not mastered. One purpose is to identify skills that need review. An effective reading program includes assessments of all of these concepts for several purposes. These reading concepts include letter knowledge, phonemic awareness, decoding, fluency, and comprehension. Research provides evidence that specific early literacy concepts can predict young students’ later reading achievement (DeBruinParecki, 2004). The following information is an overview of the purpose and benefits of early reading assessment, examples of data collection methods, and considerations for selecting a measure for students. The information gained from appropriate assessment enables teachers to provide exceptional students with improved access to the general education curriculum. These assessments provide teachers with the information needed to develop appropriate lessons and improve instruction for all students, including students with disabilities (Rhodes & Shanklin, 1993). Individual needs can be determined by initial and ongoing reading assessments. Due to these various student levels, it is necessary to design literacy instruction to meet the individual needs of each student. Some students may enter the classroom with special needs that require review of basic skills in reading, while other students may have mastered the content a teacher intends to cover. Students enter the classroom with diverse backgrounds and skills in literacy. The first step in implementing good reading instruction is to determine student baseline performance. Assessment is an essential element of education used to inform instruction (Wren, 2004).
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