Testing and assessing seem to be constantly filling our days and weeks. It seems at every level: district, state and federal they all want data from a one size fits all assessment. Students as well as teachers are sick of the monotony of these assessments. In chapter 7, Routman encourages everyday opportunities to assess students on their reading abilities. With each activity that could possibly used as an assessment she asks the questions: Is this a valid and useful assessment, how am I using this assessment, what goals am I setting and who else do I need to inform? These questions should focus teachers' thoughts during planning time to seek out and carve assessment opportunities throughout the day.
Using informal reading conferences is the central focus and best opportunity. The reading conference can take place during the students' independent reading time. Independent reading time should be 20 minutes for 1st and 2nd grades and 30-45 minutes for 3rd grade and up. During this time the teacher can spend as little as 5 minutes to up to 20 minutes with a student. The frequency of conferences is left up to the teacher. Meeting with struggling students should occur at least once a week and with other students as little as once per month. During the same time the teacher should also be monitoring the students' reading records, observing their responses in shared, guided and interactive reading as well as evaluating their independent responses.
Many have found this to be an excellent opportunity to get to know students better. It can also be a rewarding and productive routine. The students will have an opportunity to have a different experience with a teacher. No longer is a teacher the one who is talking and sharing, but now students have an opportunity to share what they have read and learned.
Here is her framework for an informal reading conference:
- Bring me a book that you can read pretty well.
- Why did you choose this book?
- What is the reading level of this book for you (Excellent opportunity to see if the student understand a "just right" book.)
- Tell me what the book is about so far.
- Read this part of the book for me.
- Tell me what you remember about what you just read.
- Let's discuss your strengths and what you need to work on.
- How long do you think it will take you to complete this book?
I agree with your thinking of how districts and state level administrators and politicians are using a one size fits all testing medium. I guess it can give them some general data, but if we are in the mindset of "No child left behind" shouldn't we be looking more closely at the individual child. I think this is where the informal observational and conferencing assessments that Routman discusses falls. The problem is that the "big dogs" in charge have to trust the judgment of the professional teachers for their data...they can control it completely.
ReplyDeleteI agree with you Rae Etta! It seems like teacher’s judgments on students are not good enough. I think that this is a great book and I want to read it. Can I read your book Liz??? I like the idea of reading conferences. This gives students the opportunity to have one-on-one time with the teachers.
ReplyDeleteTesting and assessing are ubiquitous. (One size fits all is a key phrase here. One size fits all in curriculum, standards and assessments….)
ReplyDeleteI love the idea of using everyday opportunities to assess students. I agree that with planning and exploration assessment opportunities can be discovered during the school day.
I love the idea of conferences. I appreciated the conferences used in the Mosaic of Thought reading. I agree that using informal reading conferences is the central focus and an ideal opportunity along with also monitoring the students' reading records and teacher observation.
How can this not be an excellent opportunity to get to know students better?
I also like the conference framework. I would like to give it a try. Thank you for that!