Assessment within Reading Comprehension
“Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed and consistent judgments to improve future student learning” (Department of Education and Early Childhood Development [DEECD], 2013-b, para 2)
When assessing reading comprehension, teachers need to take a multifaceted approach by incorporating a range of contextual and direct assessment instruments and observations (Woolley, 2008). Specifically, teachers need to:
- collect student work demonstrating a range of abilities and techniques
- examine student work against expected outcomes or curriculum standards
- use the information to inform future planning and teaching to encourage further academic growth
Types of Assessmment
Embedding assessment practices throughout the learning experiences supports student learning and there are three types of important assessment:
- Assessment for learning
- Assessment as learning
- Assessment of learning
Assessment for Learning
Assessment for learning, or formative assessment, involves teachers using evidence about students' knowledge, understanding and skills to inform their teaching (Board of Studies New South Wales, n.d.-a; DEECD, 2013-d). The information helps outline what needs to be done to support students within their zone of proximal development (DEECD, 2013-d; Hill, 2012).
Assessment as Learning
Assessment as learning occurs throughout the learning process and establishes responsibilities of the students (DEECD, 2013-d). In this type, students are their own assessors, and reflect on and monitor their own progress to enlighten their future learning goals (Board of Studies New South Wales, n.d.-a; DEECD, 2013-d).
Assessment of Learning
Assessment of learning, or summative assessment, outlines the extent to which the student has met the goals and standards as judged by the evidence collected by the teacher (DEECD, 2013-b; DEECD, 2013-d). Assessment of learning occurs at particular points during a unit or at the end of the unit, term or semester and is used to certify learning and provides evidence of achievement to the wider community, including parents, teachers and the student (DEECD, 2013-d; Board of Studies New South Wales, n.d.-a).
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Assessment Strategies
Types of assessment for reading comprehension include outcomes-based assessment, authentic assessment, running records and diagnostic assessment (Winch et al., 2011).
Outcomes-based Assessment
Outcomes-based assessment identifies students' existing knowledge and specifies a student's learning goals, enabling teachers to plan and implement targeted learning experiences to support the student (Winch et al., 2011).
Authentic Assessment
Authentic assessment is qualitative in nature and uses real-life tasks to provide teachers with information on a student’s ability (Winch et al., 2011). For example, the ability for a student to self-correct during a read aloud or follow a set of written instructions provides the teacher evidence of the student's ability to read and comprehend a text (Winch et al., 2011).
Running Records
Running records take a record of an actual reading of a piece of text. During this process, the teacher analyses the reading behaviours exhibited by the student and highlights the areas requiring further development (Winch et al., 2011). Questions within running records focus on a reader's comprehension abilities (Winch et al., 2011). Whilst this method may appear complex, the outcomes provide teachers with important information about a reader's achievement levels and skills, which can help to inform future planning (Winch et al., 2011).
Diagnostic Assessment
Winch et al. (2011) also promote the use of diagnostic assessment to identify target areas for future learning. Assessment strategies under this umbrella include:
- using portfolios and informal reading inventories, such as teacher observations
- written tests
- standardised texts
- peer and self-assessment activities
- read and retell (seeing whether the student can relay the information provided in the text)
- the cloze procedure (deletion of words within text for the student to be able to figure out and fill in)
Ways to Adapt for Diverse Learners
As throughout all teaching and learning, adjustments and alterations to assessment practices for students with special education needs is vital (Board of Studies New South Wales, n.d.-c). All students need the ability to demonstrate what they know and can do in relation to their reading comprehension and curriculum outcomes (Board of Studies New South Wales, n.d.-c).
Types of adjustments that can occur within the assessment of reading comprehension can involve:
Types of adjustments that can occur within the assessment of reading comprehension can involve:
- Adjustment to process: Assessment processes could include additional time, rest breaks, quieter conditions, the use of a reader and/or scribe or supportive technology (Board of Studies New South Wales, n.d.-c).
- Adjustment to assessment activities: Rephrase questions, use simplified language, use fewer questions or alternative formats for the questions (Board of Studies New South Wales, n.d.-c).
- Accepting alternative formats for responses: Including written point form or notes, scaffolded structured responses, short objective questions or multimedia presentations (Board of Studies New South Wales, n.d.-c).
'Pencil Marking Paper' images courtesy of Pixabay
‘Cotting School Student’ by WBR available at https://www.flickr.com/photos/wbur/2489661895/ under a Creative Commons Attribution 2.0. Full terms at https://creativecommons.org/licenses/by-nc-nd/2.0/
‘Cotting School Student’ by WBR available at https://www.flickr.com/photos/wbur/2489661895/ under a Creative Commons Attribution 2.0. Full terms at https://creativecommons.org/licenses/by-nc-nd/2.0/