Analysis of a Theoretical Framework Essay

2.2 The strengths and limitations of a range of assessment methods in relation to the individual learner needs:

The vocabulary, spelling, punctuation, logical sentences, and sentence combining subtests are contrived tests where testing begins at question one regardless of age/grade, and continues until the student incorrect

Many students who struggle with reading ask why should we read, what is the point? The point is that being able to read opens you up a whole new world of knowledge and imagination. But to have that new world opened up you need to be able to comprehend what you are reading. The primary goal of reading is to determine the meaning of

Numerous studies confirm the benefits of using graphic organizers in the classroom in terms of helping students develop and process information. The mere fact this is a method that has been backed by such a strong body of evidence has imbued me with confidence that this intervention will yield positive results. Graphic organizers are a way to help students "grapple with core ideas of the content and develop sophisticated relational understandings of it" (Ellis 2004). They help students to process information as opposed to memorizing and stressing facts (Ellis 2004), which is what history, is predominantly concerned with. Too often when we teach children in our particular content areas we take a Scholar Academic

This test/quiz would give me an indication of the comprehension level regarding the lesson over the southern colonies. These questions cover all of the southern colonies; hence giving me feedback as to whether the students fully understand the main ideas/concepts regarding the southern colonies. If the students perform well enough on this assessment we would move on to the next lesson. However, if the students performed poorly I would need to go back and cover the topics again as well as reassess their knowledge on these topics before moving on to the next lesson or giving an exam over the unit. This test/quiz is a great way to gauge how well I did at teaching the lesson on the southern colonies. If students do poorly, then I must reassess

9. The hypothesis was established. Students who had been texting while the lesson was going on scored less on the quiz compared to the students who were not

Shevaun was given the Core Reading Maze Comprehension Test to measure his comprehension ability after reading a text. The test consists of a passage with two to three distracters at different areas of the passage for him to read silently in three minutes and circle the correct word that fits the rest of the passage. The first sentence of the test is without distractors so that he can get a chance to find out the gist of the passage. After which, for every seventh word, a parenthesis is found with two or three words that he needs to circle one word that fits within the context of the passage. The test consists of two passages for each grade level. Shevaun was administered the grade three level comprehension test which consists of passages A

Are important assessments to include because of this focus on comprehension and the fact that they are done during reading, not

Performance Activity 47: Giving an informal reading assessment, BRI, impacts student learning by how I will evaluate results to determine how to plan effective instructional plans, if I were a teacher. As part of my BRI project, I have to administer all four sections of the BRI, evaluate the student’s results, and write up activities and instructional plans I would enforce to help the student enhance areas of improvements. For example, I have noticed when the student orally reads, she tends to repeat words while reading; while this does not significantly impact the flow of her reading, it can affect how she comprehensions the text and how many words per minute she can read. When answering comprehension questions the types of questions she misses, the most often, are

In the results provided in the journal, we see that in the free recall testing, the use of the 3R method was more successful across the board than those who used note taking or rereading as their study strategy. The results of the students who used the note-taking strategy and the rereading strategy were not as significant as students using the 3R strategy.

Overall, the authors witnessed positive results from all of the students because the number of correct answers increased after the implementation of instruction. Each of the students met the criteria of answering at least four out of five questions correctly: John “on set 1 after 16 instructional sessions, set 2 in 14 sessions, and set 3 in 13 sessions”, Harry “on set 1 in 22 sessions, set 2 in 10 sessions, and set 3 in 18 sessions”, and Matt “on set 1 in 17 instructional sessions, set 2 in 14 sessions, and set 3 in 12 sessions” (Knight et. al 2012). Considering there was a difference in ability and IQ of each of the students, the number of sessions for each set that each student required to move on to the next was relatively close to the other students of the study; this asserts that the instruction used is relatively effective

TEST 1 (cumulative, focusing on Chapters 1, 2, 3, 4, 5, 6) closed book, closed notes, in -class.

The pre-test (Show What You Know) and post-test (Show What You Have Learned) that I designed had similar questions to what the students were going to see within the lesson. When giving them the pre-test a few students got neverous but I assured them that this is for my own information so I can better teach everyone. I told them to all at least try and answer the questions to the best of their ability. Both the pre-test and post-test are attached at the end of the lesson. The following are the results of the pre-test and post-test. Students coded in green increased from pre to post test, students in yellow remained the same, students in red lost points from pre to post test. The two students with an asterisk are the interviewed students.

The primary issue investigated by Theide, Wiley, and Griffin (2010) is if an individual’s conscious understanding of their reading comprehension and reading comprehension performance is impacted by the kind of test they expect. They were also curious to see if test expectancies varying on the level of assessed processing from earlier practice tests would transfer onto later reading comprehension test performance. The two variables manipulated in the study were test expectancy, either congruent or not, and tested processing type. The study used a 2 (expectancy either memory or inference) x 2 (question type memory or inference test) in which

First of all, I had initially deemed question six to be a bad question, when I assessed my pretest because only two of my students answered it correctly. However on the post test, this category saw significant growth moving from two correct answers to eight, and the girls went from a average score of one out of six to a three out of six, and the boys went from an average score of zero out of six to two out of six. Even though I was not able to teach this topic successfully the way I had anticipated, it showed me that I was still successful to a small handful of students.