Assessment for instruction are assessments teachers conduct to gain an understanding of the strengths and needs of our students, sometimes called “assessment for learning”, which informs the direction of instruction (Learning for All, 2013). Teachers may ask themselves, “what skills do my students need to focus on? What kinds of lessons can I provide to support their learning in these areas?” after conducting assessments. These answers will help to guide approaches for the literacy program.
Ontario "Bump It Up" strategy. Print and post exemplars for levels and 4 writing. Students use the wall to self-assess, peer-assess, give feedback and improve their work!Goes along with Bump It Up Labels resource (FREE)
Assessment: Running Record and goal-setting component.
ASSESSMENT - Developmental Reading Assessment (DRA): DRA is a commonly used evidence-based assessment tool for reading. Teachers should conduct a diagnostic assessment during the beginning of a literacy program to understand the strengths and needs of their students, allowing this information to inform instructional practices and choice of learning materials (Reading Rockets, 2017). DRA reading levels allow teachers and students to choose appropriate levels for guided and independent…
UNDERSTANDING: CTW outlines that students should gain fluency skills by re-reading the same sentences enough times with expression and good pacing. This type of repetitive practice will increase fluency.
INSTRUCTION - Learning Goals and Assessment for Instruction: posting learning goals in a classroom is a great way to communicate curriculum expectations in a student-friendly way. Teachers can outline learning objectives, topic and aim of a unit, and the skills students will develop (BLD, 2017). Having clear learning goals ensures teachers and students are mindful of the skills and expectations linked with each unit, and can help focus the teacher’s scope for assessment/instructional…
INSTRUCTION - CAFÉ is a menu of reading strategies; comprehension, accuracy, fluency, and expand vocabulary. This is a great tool for assessment for instruction because teachers and students collaborate to identify strengths and needs, which informs the type of instruction the teacher will use and the focus (strategy) the students will work on (BLD, 2017). Assessment of CAFÉ strategies: https://www.thedailycafe.com/cafe/assessing-student-learning/assessing-each-strategy
ASSESSMENT - Daily Reading Conferences for Assessment: conducting daily reading conferences is an excellent way for teachers to gain an in-depth understanding of their students’ literacy strengths and needs (CTW, 2016). Teachers meet with students in small groups or 1-1 and focus on assessing and giving feedback on specific skills. Teachers can use running records, checklists, or anecdotal notes for documentation and can use this information to inform future instruction.
INSTRUCTION - V.O.I.C.E. Mnemonic for Assessment of Writing: VOICE stands for voice, organization, ideas and content, conventions, and effective use of language. Teachers can use this mnemonic for instruction to highlight for students all the elements of writing that are considered for assessment. This is an excellent approach for assessment for instruction as it makes expectations explicit for both the teacher and students and the acronym makes all of these elements easy to remember.