Portfolio of Assessment Strategies for the Reading/Writing Workshop Classroom

Sarah Averill Spring 2013

Overview
The adaptation of a reading/writing workshop model in the classroom is a wonderful way to allow students choice in learning, as well as differentiate instruction for all learners (Atwell, Miller). However, in order to keep students moving forward and working at a higher level of academic rigor, teachers must be able to constantly provide multiple forms of feedback and assessment. This portfolio is designed to help the reading/writing workshop facilitator have access to some helpful tools in order to provide diagnostic, formative, and summative assessments during the workshop process.

Diagnostic Assessments
The purpose of diagnostic assessment is to identify the student's current level of knowledge--where he or she currently is in relation to his/her goals or objectives. Particularly within the context of reading/writing workshop, diagnostic assessment is important in order to establish goals for each particular student. Diagnostic Assessment Strategies for the Reading/Writing Workshop:

Self-assessments Student interest surveys Diagnostic writing assignment Reader's Notebook Conferences Formal assessment of reading/writing skills (i.e. criterion-referenced testing)

Formative Assessments
The purpose of formative assessment is for the teacher to remain continually updated on the student's progress toward his/her goals, and to identify and address any new issues or challenges that arise. In a way, formative assessment in the reading/writing workshop classroom can be seen as a way to maintain a running dialogue between student and facilitator. Formative Assessment Strategies for the Reading/Writing Workshop:

Self-assessments Reader's Notebook Quote Analysis Log Personal Vocabulary Log Conferences Formal assessment of reading/writing skills (i.e. criterion-referenced testing) Development of portfolio

Summative Assessments
The purpose of summative assessment is to allow the teacher to identify whether the student can demonstrate mastery of specific objectives or benchmarks. Although summative assessment may conclude a unit, project, or course, it is important to use the data gathered from summative assessments to assist with future planning for instruction. Summative Assessment Strategies for the Reading/Writing Workshop:

Self-assessments Conferences Formal assessment of reading/writing skills (i.e. criterion-referenced testing) Project (including capstone projects) Development and presentation of portfolio

Strategy: Reader's Notebook

Assessment Use: Diagnostic, Formative Level of Assessment: Knowledge, Authentic, Evaluative Description: The reader's notebook is a reading workshop tool that allows a continual, informal, written dialogue between teacher and student. Notebooks can be submitted on a regular basis (i.e. once a week) for teacher response, as well as used for specific assignments or whenever the student has a particular question, comment, or observation. The reader's notebook allows an informal method for students to organize their thoughts and demonstrate their progress with reading, while also developing and demonstrating writing skills (Miller).

Resources

Sample reader's notebook overview Reader's notebook template,

Fountas/Pinnell model (courtesy http://www.hcschools.org/literacy/Resou rces/readersworkshop/Reading %20Notebook%20Templates.pdf) More exemplars (courtesy Julie Ballew)

Classroom Application
When to use: When not to use:

Throughout the reading process to check student progress, reading comprehension, and literary analysis skills As a diagnostic tool to help understand student background and interest and identify reading and writing skills, weaknesses, and objectives To allow for differentiation in assignments o Teacher/facilitator may ask student to complete individualized writing assignment in response to a reader's notebook entry-i.e., "Explain how the following quote relates to Prosper's decision in The Thief Lord" Teacher/facilitator may give a common assignment to the whole class, while allowing students to individualize their responses--i.e. "Find an example for both direct and indirect characterization in your current book"

For major formal or summative assignments Without regular feedback from the teacher, both written and oral

Strategy: Reading/Writing Surveys

Assessment Use: Diagnostic, Summative Level of Assessment: Knowledge, Authentic, Evaluative Description: Pre-assessing student skills in reading and writing is important in establishing objectives for the workshop classroom, but gaining knowledge of student attitudes toward and experiences with reading and writing is equally important. Along with this, conducting surveys designed to better understand student interests allows teachers to better adapt and differentiate instruction to their needs, particularly in the area of text recommendations (Renzulli). It may also be used again as an informal summative assessment in order to facilitate selfanalysis and reflection.

Resources

Reading/writing survey (based on Nancie Atwell model) Renzulli Interest-a-Lyzer

Classroom Application
When to use: When not to use:

At the beginning of the school year, writing/reading workshop, or at any point for new students As a summative informal assessment at the end of the school year or writing/reading workshop, to identify and discuss changes in attitude toward reading and writing and as a jumping-off point for self analysis and reflection

As a formal assessment

Strategy: Student Logs

(Quote Analysis Log, Personal Vocabulary Log)
Assessment Use: Formative Level of Assessment: Knowledge, Authentic

Description:

Two major goals of reading workshop are increased comprehension and analytical skills, as well as an increase in vocabulary. One way to push students to continue to develop the ability to independently comprehend and make connections to text is through the use of quote analysis logs. This requires students to identify what is most important in their reading, defend their choices, and make connections to larger themes and to their own lives. When checked regularly, the quote analysis log can be used (with a rubric or evaluative system) as a tool for grading/evaluation, as well as a source for conference discussions or reader's notebook assignments.

Personal vocabulary logs are a method for differentiating vocabulary instruction while encouraging students to develop strategies for comprehension, particularly through the use of context clues. Again, the vocabulary log can be a tool for grading/evaluation and also as a source for individualized assignments.

Resources

Quote analysis log Personal vocabulary log

Classroom Application
When to use: When not to use:

Regularly throughout the process of reading workshop As a tool for weekly progress checks and evaluation As a springboard for discussion in notebooks or conference As a source for evaluative assignments o Example: "In your reader's notebook, write a paragraph on any topic that correctly uses three of your personal vocabulary words from this month."

Without regular support from other assessments (reader's notebooks, conferences, etc.)

Strategy: Teacher/Student Conferences

Assessment Use: Diagnostic, Formative, Summative Level of Assessment: Knowledge, Authentic, Evaluative

Description:

Regular informal conferences allow the teacher/facilitator in a workshop classroom to continually "check in" with students on their reading and writing progress. In addition, a more structured or formal conference is one method for more comprehensive assessment throughout the year.

Oral conferences are also essential in helping assess reading fluency, a key component in reading comprehension (Pinnell, Pikulski, Wixson, Campbell, Gough, & Beatty, 1996).

Resources

Conference evaluation--teacher form

Classroom Application
When to use: When not to use:

Informal conferences--in class, short duration, as often as possible Formal conferences--upon completion of a book or project; at regular intervals (i.e. every ten weeks; quarterly) To supplement written assessments

Without supplemental data from written assessments

References
Atwell, N. (1998). In the middle: new understandings about writing, reading, and learning (2nd ed.). Portsmouth, NH: Boynton/Cook. Fountas, I. C., & Pinnell, G. S. (2006). Teaching for comprehending and fluency: thinking, talking, and writing about reading, K-8. Portsmouth, NH: Heinemann.

Miller, D., & Anderson, J. (2009). The book whisperer: awakening the inner reader in every child . San Francisco, Calif.: Jossey-Bass.

Pinnell, G. S., Pikulski, J. J., Wixson, K. K., Campbell, J. R., Gough, R. B., & Beatty, A. S. (1995). Listening to children read aloud: Data from NAEPs integrated reading performance record (IRPR) at Grade 4. Report No. 23-FR-04 Prepared by Educational Testing Service under contract with the National Center for Education Statistics, Office of Educational Research and Improvement, U.S. Department of Education.