Assessment Introduction and History of Content Area Literacy College Students Content Area Teacher and Text Selection Assessment Reading Strategies Writing Strategies Summary References
"When assessment is working properly, it is a natural component of the learning and teaching process, no add-on that intrudes on the process” (Smith, Smith & De Lisi, 2001, p.1). Assessments need to be authentic, on-going, multidimensional, collaborative and reflective (Smith, Smith, & De Lisi, 2001; Valencia, 1990). Teachers in addition to assessing students’ progress can set learning objectives and goals, plan instruction accordingly, assess how their lesson met their objectives, and if needed change instruction to meet the students’ needs. There are a variety of assessment tools including Kibby’s Diagnostic Decision Making Model, portfolio assessments, and think alouds that teachers can use.
Kibby’s Diagnostic
Decision Making Model
Kibby’s Diagnostic Decision Making Model (1995) is an assessment for teachers to assess and evaluate students’ reading abilities, evaluate instructional materials, and plan appropriate lessons. Kibby’s model has stop-decision points that help teachers determine where reading breaks down and what reading instruction is needed. Content area teachers must collaborate with reading teachers in using this diagnostic model.
Portfolio Assessment
Portfolio assessments are samples of the students' work (Lapp, Flood,
& Farnan, 1996; McNeil, 1992; Smith, Smith, & De Lisi, 2002; Valencia,
1990). Portfolios provide for authentic and alternative ways of evaluate student
learning (Smith, Smith, & De Lisi, 2002). Using portfolios allows teachers
to customize teaching and learning to meet the students’ needs, interests,
background and are directly connected to instruction (Smith, Smith, & De
Lisi, 2002; Tierney, Clark, Fenner, Herter, Simpson, & Wiser, 1998;
Valencia, 1990). Important features of portfolio assessments include students
and teachers collaboration on what work in the folder, students reflect on their
own work, and teachers give feedback and make observations (Smith, Smith, &
De Lisi, 2002; Tierney, Clark, Fenner, Herter, Simpson, Wiser, 1998; Valencia,
1990). Portfolios are evaluated by using a point system or rubrics (Smith,
Smith, & De Lisi, 2002). Rubrics are a holistic approach to scoring (Manzo
& Manzo, 1990; Smith, Smith, & De Lisi, 2002). Students and teachers
construct the characteristics of quality levels; therefore, students know what
the components are to earn a particular grade.
Think Alouds
Think alouds provide teachers with authentic ways of evaluating how students think and use strategies as they construct meaning from content area reading text (Lapp, Flood, & Farnan, 1996; Wade, 1990). Teachers ask as they assess students, Does the student have enough background knowledge to construct meaning and is the student self-monitoring for meaning? (Wade, 1990; Ward & Traweek, 1993). The information gathered from think alouds allow the teachers to plan appropriate instructions (Lapp, Flood, & Farnan, 1996).
Introduction and History of Content Area Literacy
Content Area Teacher and Text Selection