Assessment Literacy and Instruction: Elementary (ED 500) and Secondary (ED 505) Fall 2008, Rm. 3113 Instructor: Karen Wixson Office hours: By appt. E-mail: [e-mail] Office: 1321 SEB Office phone: [phone] Home phone: [phone]
Course Description: This course is designed to help students identify, evaluate and document literacy development, with an emphasis on assessment and instruction of students experiencing reading and writing difficulties. In contrast to many courses in diagnosis and remediation, which emphasize dysfunction and deficits, this course focuses on designing and using assessment strategies to improve and adapt instruction. Both alternative assessment processes and normative tools are examined. The influences of materials and methods and the role of cultural diversity in school learning are examined and used to plan interactive assessment-instruction strategies that can be used in classroom or clinical settings. Course objectives: This course directly addresses concepts associated with the International Reading Associations Professional Standards: Standard #3, Assessment, Diagnosis, and Evaluation, which subsumes a deep foundational knowledge (Standard #1). Because the course relies on an interactive model of literacy, participants are expected to recognize, identify, and respond to individual differences and to assess and develop productive literate environments (Standard #4). Consideration of Standard #2 is also central to this course as candidates consider how curricular materials and approaches impact student performance, motivation, and achievement. At the conclusion of this course, students will be able to: 1. Demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading (IRA 1.4) 2. Identify the factors (including the social, cultural, linguistic and ethnic factors) that influence reading ability and disability (IRA 1.1; 3.3) a. Recognize children who may be "reading disabled" by virtue of a mismatch between school expectations and cultural or linguistic background. 3. Describe the attributes of the instructional context that provide support for or challenges to the learner and conduct a context evaluation (see IRA Standards 2.1-2.3 AND Standard 4 as reference points for assessment of context). a. Plan and execute a dynamic assessment that can inform instruction 4. Identify specific reading needs of delayed and/or disabled readers using multiple
2-Wixson, ED 501/505, Fall 2008 assessments (IRA 3.2, 3.3). 5. Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools (IRA 3.1) a. Analyze, administer, and critique norm-referenced and standards-based assessments in relation to contemporary test theory and theories of reading. b. Interpret survey and diagnostic reading test results for professional and public consumption. c. Develop and interpret non-traditional, classroom-based instruments useful in analyzing reading and reading problems 6. Place students along a developmental continuum and identify students' proficiencies and difficulties (3.2) 7. Describe and use contemporary and comprehensive principles and plans for diagnosis and intervention. Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from differing cultural and linguistic backgrounds (3.3) 8. Design, adapt, or implement instruction to meet the reading/writing needs of an individual student, including those appropriate for an IEP (IRA 2.2, 2.3). 9. Write a comprehensive case study for an individual child and share with appropriate individuals a. Effectively communicate results of assessments to specific individuals (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc. (3.4) 11. Model and practice ethical professional behavior (IRA Standard 5) a. Read widely and respond deeply to contemporary and historical professional literature and reflect on one's own professional practice (IRA 5.1, 5.2) b. Acquire the professional knowledge and skill to respond to the assessmentinstruction demands in various local, state, and federal programs. Course Format: The course will be a combination of lecture, discussion, observation, and hands-on experiences. Lectures will highlight information from the readings and/or that supplements the readings. Discussions will focus on interpretation and application of the ideas, methods, and procedures described in the readings and lectures. Observations will be of both video and real time examples of assessment and instruction, and we will apply the knowledge and skills gained from this course through case studies of students experiencing reading and writing difficulties.
3-Wixson, ED 501/505, Fall 2008 We will be working collaboratively with staff from the University Center for the Development of Language and Literacy--UCLL (http://www.languageexperts.org/), and the Family Learning Institute--FLI, a local non-profit that provides to tutoring lowincome, struggling literacy learners at the upper elementary/middle school levels (http://www.familylearninginstitute.org/). We are fortunate to be able to work with these organizations and need to treat our interactions with them as professional partnerships that require mutual respect and cooperation. In sum, we will all need to be somewhat flexible with regard to our class schedule, appointments with the case study students, and the timing of various assignments. Course Accommodations: The University of Michigan abides by Section 504 of the Rehabilitation Act of 1973, which mandates reasonable accommodations to qualified students with disabilities. If you have a disability and may require some type of accommodation for instructional delivery or course requirements, please contact me early in the semester so that I can provide or facilitate in providing accommodations you may need. If you have not already done so, you will need to register with the Office of Services for Students with Disabilities (G-664 Haven Hall 505 South State Street. 7633000). I look forward to talking with you soon to learn how I may be helpful in enhancing your academic success in this course. Required Readings Lipson, M. Y., & Wixson, K. K. (2009). Assessment & instruction of reading and writing difficulties (4th Ed.). Boston, MA: Pearson/Allyn Bacon. (ISBN-13: 978-0-205-52341-2; ISBN-10: 0-205-52341-2) Leslie, L., & Caldwell, J. (2005). Qualitative reading inventory (4th Edition). Boston, MA: Allyn & Bacon. (ISBN 0205443273) ONE of the following: Ganske, K. (2000). Word journeys. New York: Guilford Press. (ISBN: 1-57230-559-2) Bear, D. R., Invernizzi, M., Templeton, S. , & Johnston, F. (2008). Words their way (4th Ed.). Upper Saddle River, NJ: Pearson/Prentice Hall. (ISBN-13: 978-0-13-223968-4; ISBN-10: 0-13-223968-X) Bear, D. R., Invernizzi, M., Templeton, S. , & Johnston, F. (2007). Words their way with English learners. Upper Saddle River, NJ: Pearson/Prentice Hall. (ISBN 0-13-191567-3) Expectations and Assignments: 1. Consistent and regular class attendance AND participation. 2. Completion of all readings as assigned. 3. Test Analysis. Students will write an analysis of one norm-referenced test used as part of a student evaluation. Evaluation reports will be distributed on September 16th and analyses are due on September 23. Guidelines for this report will be developed in class. 4. Case Study. Plan, implement, interpret and report an assessment of a student who is
4-Wixson, ED 501/505, Fall 2008 struggling with literacy using interviews, the QRI, and a spelling assessment. This assignment has several parts as follows: a. Thumbnail on Match & DT Planning (10%)A summary of the case study following the assessment of the learner and a plan for a diagnostic teaching session that is based on an analysis of the students strengths and weaknesses. DUE: October 14 b. Complete Thumbnail (10%)A complete summary of the case study including the results of diagnostic teaching, and recommendations. DUE: November 4 c. Evaluation Report (25%)The report to be provided to the Family Learning Institute. Drafts are due on November 18th. Grades and su...