Course Name of Indicator Specific Indicator Curriculum Assignment Assessment Number Course Code [Enter Reading 3: 3.1 Performance Indicators Read Session One: Using a given scenario, provide written district Assessment (3.1) Understand and apply Purposes of assessment; characteristics of screening, progress responses to questions pertaining to course measurement concepts and monitoring, diagnostics, and outcome measures; formative and assessment data. number] characteristics of reading summative assessments; norm-referenced and assessments. referenced assessments; reliability and validity. Activities: Access and read external articles Engage in interactive modules Engage in interactive formative Assessment Read formative assessment feedback 3.2 (3.2) Understand the purposes of Read Session Four: standardized assessment data from various informal assessments (e.g., What are informal reading inventories; examples of (3); multiple students develop an assessment plan informal reading inventories, identifying independent, instructional, and frustration reading of informal assessments appropriate for each analyzing writing samples) levels; running records; finding accuracy, error, and student. including an emphasis on rates; curriculum based assessment vs. curriculum matching reader to text. based measurement; performance-based assessment; readability formulas; lexiles; degrees of reading power; cloze reading procedure. Activities: Access and read external articles Engage in formative assessment Read formative assessment feedback 3.3 (3.3, 3.4) Understand the purpose Read Session Two: Using a given scenario, provide written of various formal assessments Formal Assessment: Uses of; Norm-referenced Tests: types of responses to questions pertaining to including the differences between scores (raw score, percentile, stanine, scale score, grade assessment data. norm-referenced and equivalent); normal curve equivalent; standard error of assessments and how measurement; Criterion Tests: achievement and to interpret data reports. performance levels, scale scores; common terms associated with CRTs; understanding teacher’s role; explaining scores to parents. Activities: Access and read external articles Engage in interactive modules Engage in interactive formative assessment Read formative assessment feedback
Course Number Name of Course Indicator Code Specific Indicator Curriculum Assignment Assessment [Enter district course number] Reading 3: Assessment 3.1 Performance Indicators (3.1) Understand and apply measurement concepts and characteristics of reading assessments. Read Session One: Purposes of assessment; characteristics of screening, progress monitoring, diagnostics, and outcome measures; formative and summative assessments; norm-referenced and assessments; reliability and validity. Activities: Access and read external articles Engage in interactive modules Engage in interactive formative Assessment Read formative assessment feedback Using a given scenario, provide written responses to questions pertaining to assessment data. 3.2 (3.2) Understand the purposes of various informal assessments (e.g., informal reading inventories, analyzing writing samples) including an emphasis on matching reader to text. Read Session Four: What are informal reading inventories; examples of (3); identifying independent, instructional, and frustration reading levels; running records; finding accuracy, error, and rates; curriculum based assessment vs. curriculum based measurement; performance-based assessment; readability formulas; lexiles; degrees of reading power; cloze reading procedure. Activities: Access and read external articles Engage in formative assessment Read formative assessment feedback standardized assessment data from multiple students develop an assessment plan of informal assessments appropriate for each student. 3.3 (3.3, 3.4) Understand the purpose of various formal assessments including the differences between norm-referenced and assessments and how to interpret data reports. Read Session Two: Formal Assessment: Uses of; Norm-referenced Tests: types of scores (raw score, percentile, stanine, scale score, grade equivalent); normal curve equivalent; standard error of measurement; Criterion referenced Tests: achievement and performance levels, scale scores; common terms associated with CRTs; understanding teacher’s role; explaining scores to parents. Activities: Access and read external articles Engage in interactive modules Engage in interactive formative assessment Read formative assessment feedback Using a given scenario, provide written responses to questions pertaining to assessment data.
BeaconReadingMatrix2012.docx