Vygotsky's Zone Of Proximal Development

Literacy assessment results can and should be transmitted to students and parents in ways that foster literacy growth and help make students successful learners. Parris, Fisher, and Headley (2009) state that assessment practices signal to everyone what counts in the classroom (p. 117). Parris, Fisher, and Headley (2009) describe “two different types of learning assessment: assessment of (summative) and assessment for (formative)” (p. 117). The purpose of Assessment of Learning (AoL), according to Parris, Fisher, and Headley (2009), is reporting out, summative assessment, and measuring learning for parents and the public (p. 118). Likewise, Parris, Fisher, and Headley (2009) declare the purpose of Assessment for Learning (AfL) is guiding instruction,

Furthermore, the first chapter also made me wonder why basal reading programs have had a renewed popularity. Chapter two made me wonder about how teachers ensure that students understand and use these two processes while also trying to prepare them for high-stakes testing like the STAAR test. In chapter three I wondered how a teacher ensures that students create a rubric that is meaningful to what is being scored. Also, I wondered how students reading two or more levels below grade level prepare for high-stakes

The first example that shows the socialization of Vygotsky’s theory is learning to ride a bike. Most children in our neighborhood ride their bicycles without training wheels. However, my son who is five was still using his bike that had the training wheels but wanted to take them off to be like the other kids. This is connected to the cognitive theory by my child knowing the motor skills to use to ride a bike but having to still use the training wheels to ride his bike. For him to accomplish his goal he needed the zone of proximal development approach and the use of the scaffolding technique. As his father, I have experience riding bikes and know that he and the basic understanding of how to ride a bike but need more information and tools to move more toward independency when riding his bicycle. I provided my son with more knowledge that would help him ride his “big boy” by telling him to always keep pedaling and to keep the handles straight so he avoids

The zone of proximal development, often abbreviated as ZPD, is the difference between what a learner can do without help and what he or she cannot do. The concept was introduced, but not fully developed, by psychologist Lev Vygotsky (1896–1934) (https://en.wikipedia.org/wiki/Zone_of_proximal_development)

Ch. 2 – Who are the various users of assessment and its results? What specific instructional decisions can be made based on assessment results? Why must we build balanced assessment systems to support the instructional programs we offer students? This chapter nails down the purpose of assessing, which is gathering information to inform teachers of students of their instruction and learning, respectively. In this way, assessment is individualized to each student and classroom, and because all students/classes are different, it should inform the teachers of what is working or not working in the classroom, which should then influence some sort of change to instruction. This chapter also talks about the different levels of assessment – from the individuals

Best Practice 2: Assessment to Inform Instruction Teachers routinely monitor and assess the reading levels and progress of individual students. This ongoing evaluation directs and informs instruction.

Artifact 3: Wordsplash Assessments are vital to the educational process. They provide feedback about what the students know and what they may need to learn in order to obtain the content within a given curriculum. It provides teachers with a glimpse into the student’s readiness on a particular topic or subject. One of the six key principles of having an effective differentiated classroom is having a formative assessment that informs teachers on the effectiveness of their teaching. It also provides teachers with the readiness levels of their students and shows them exactly where the students’ readiness, interests, and learning profile needs really are (Tomlinson, 2014).

Assessment is often thought of as a punitive exercise. But the purpose of assessment is to ensure that students meet specific standards of progress and to rectify learning deficits before a child falls too far behind. Assessment can also identify a child's strengths as well as his or her weaknesses. As well as comparing the child's performance with his or her peers, the teacher can assess specific learning needs, learning styles, interests, aptitudes, and other critical components of the child's developing learning personality.

During the assessment regarding concepts about print the three students I assessed (A,T,WG) performed at a level that I somewhat predicted but was still surprised by. The children that I assessed would need remediation understanding the formation of a book and how it is supposed to be read. As well as the difference between their right and left sides. If the teacher would read more often with the students and physically show them where to start reading in a book or what is a short word and what is a long word the students will get the practice they needs.

Reading Lisa Nix Walden University Dr. Amy Summer, Instructor EDUC - 6709G - 1: Literacy Development in an Academically Diverse Classroom May 25, 2014 Reading The use of formal and informal reading assessments provide important data that allow educators to identify at risk students (Tompkins, 2010). The data collected from the assessments address any factors that may prohibit the development of students’ reading and writing skills. In addition to the assessments, the more an educator can learn about students’ backgrounds and their past reading, language development, and writing experiences the more instructional strategies can be designed to specifically meet the needs of diverse learners in the classroom.

Janet Boothe EDUC 540 Personal Philosophy of Assessment As a Middle School Language Arts teacher, I have found that assessments are a daily part of our job. Everything that my students do in the classroom ultimately ends up being assessed in some sort of way. I must admit that it can at times be overwhelming for assessments to be such a huge part of our curriculum; I understand the necessity of each one. I haven’t always been focused as intently on assessments. I really didn’t consider the importance of assessments as much. As I gained experience and knowledge I realized that assessing my students provides me with information that makes my job more successful. I believe to effectively teach my students, I must understand and implement the right assessments properly. My assessment philosophy is that to be able to ensure our students are learning and that we are teaching the right way we must include proper assessment for validation. With that being said it is very important to use different forms of assessments to gauge student performance. One of the outstanding features of studies of assessment in recent years has been the shift in the focus of attention, towards greater interest In the interactions between assessment and classroom learning and away from concentration on the properties of restricted forms of test which are only weakly linked to the learning experiences of students (Black 2015) This research supports the idea that assessments

Assessments ELL Krystine M. Ngo Grand Canyon University ESL-223N SEI English Language Teaching: Foundations & Methodologies September 22, 2011 ELL Assessments Assessment is a valuable tool to measure students learning and achievement. It is an essential element for teacher to reflect on what and how they teach. To assess students is to collect evidence of their learning. Teachers use the information to modify their lesson plans and adjust their instructional methods; students need feedback on their performance to concentrate on their vulnerable areas. Assessment is necessary for parents to reinforce their children strength and assist them where extra attention is required. The data collected will inform school

Upon reaching the end of summer Observation Survey training, most commonly known as Assessment Week, the question “what’s next?” was asked by a teacher in training who was eager to learn more. The answer wasn’t obvious to this experienced teacher, but yet new to the program because the Reading Recovery program’s components have a unique, systematic approach. You see, after the Reading Recovery teachers in training learn the concepts of the Systematic Observation Survey, how to administer the six batteries of useful tools which are used to capture a student’s literacy ability, and reflect on questions to carefully analyze and synthesize the results for a complete understanding of what the child can control, partially control, and not yet

The goal of teachers is to instruct students at grade level, guide students in their learning and improve their skills by the end of the year. In the article, “Using literacy assessment results to improve teaching for English-language learners,” by Lori A. Helman (2005), the researcher wanted to discover: “Is literacy testing just getting in the way of good teaching? Or, can the results of literacy assessments assist teachers as they work to meet the needs of learners from diverse languages and backgrounds in their classrooms?” (Helman, 2005, p. 668). Throughout this article, Helman provides background information about the context of the current assessment, assessment results, and two case studies of English-learning beginning readers. The

Introduction In this analysis, evaluation, and synthesis assignment, a research topic related to the fields of early childhood education and child development will be introduced. Two scholarly journal articles were analyzed and synthesized to increase this writer’s understanding of ongoing practices of reading assessments from 1990 to the present years. It