PERFORMANCE AND OBSEVATION-BASED ASSESSMENT IN TEACHING READING- MIRALLES.pptx

PERFORMANCE AND OBSEVATION-BASED ASSESSMENT IN TEACHING READING- MIRALLES.pptx

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  PERFORMANCE AND OBSERVATION-BASED ASSESSMENT IN TEACHING-READING PrincessAnn R. Miralles
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  Lesson Outline Understand thepractices of performance and observation-based assessment in teaching reading. 01 02 To distinguish the different assessments in evaluating and developing the reading progress of learners.
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  INTRODUCTION: Assessment is essentialfor guiding instructional decisions and evaluating the reading progress of learners. Assessments that are performance- and observation-based provide important information about kids' literacy, comprehension, and reading skills.
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  PERFORMANCE- BASED A performance-based assessment,in general, is the ability of learners to apply the knowledge and skills they have learnt during a unit or units of study. It requires students to apply higher-order thinking skills in order carry out a task or produce a product (Chun, 2010).
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  Here are someexamples of performance- based assessment tasks for teachingreading: 1. LETTER KNOWLEDGE 2. PHONEMIC AWARENESS 3. DECODING 4. FLUENCY 5. READING COMPREHENSION
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  LETTER KNOWLEDGE It isthe ability to connect letters and sounds. Giving a learner a list of letters and asking them to identify each one is one way to test their letter knowledge. Asking a learner to sort the letters out of a collection of letters, numbers, and symbols is another example. Additionally, teachers can require students to divide and sort letters into uppercase and lowercase categories.
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  PHONETIC AWARENESS The abilityto recognize as well as interact with sounds in words. These tests examine how well students comprehend how sounds combine to form words. It is possible to instruct learners to mix spoken word parts together or to break spoken phrases up into individual words.
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  DECODING The method ofidentifying words is through letter- sound correspondence. The process of turning written words into spoken language. An evaluation that looks at a child's accuracy in reading looks at their decoding abilities. A test of this kind can involve asking students to read a passage of text as accurately and clearly as they can. Any errors made by the student are noted by the teacher, who then evaluates them to decide what kind of instruction is required. A further way to evaluate a student's decoding abilities is to give them a list of isolated words and have them read each one out loud.
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  FLUENCY The ability toautomatically read words in connected text. It speaks about speech production's smoothness, speed, effort, and continuity. Additionally, linguistic production, skill, or knowledge are described using it. One of the most popular ways to test fluency in learners is to have them read aloud a piece for one minute. Words that are mispronounced or skipped are not recorded. The total number of correctly read words determines the reading fluency rate of a learner.
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  READING COMPREHENSION The methodof interpreting a text's meaning. Assessments of reading comprehension come in a variety of forms. One kind entails having students read a chapter that is appropriate for their reading ability and then respond to factual questions regarding the subject matter. In a second kind, students respond to questions that imply knowledge from the text. In a third kind, learners’ complete words that are lacking from a passage.
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  OBSERVATION-BASED  When teaching reading,observation-based assessment uses systematic student observation of their reading habits, methods, and skills to guide instructional decisions. It is feasible to assess talents or abilities that are challenging to measure using "traditional" evaluations by utilizing observational assessments, which involve an observer rating a participant's performance while watching them complete a task.
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  Examples of assessmenttools are as follows: 1.CHECKLIST 2.RUNNING RECORD 3.ANECDOTAL RECORD 4.WORK SAMPLES (i.e. RETELLINGS) 5.READING CONFERENCE
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  CHECKLISTS A checklist isan evaluation instrument that enumerates the precise standards for the abilities, traits, or behaviors that participants must exhibit to successfully demonstrate their reading skills. Checklists typically include questions or statements regarding how well the participant met each requirement.
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  RUNNING RECORD Is aspecial mechanism used in the Reading Recovery approach to reading remediation education for determining a child's reading level. The specifics of a running record's design vary according to the program and purpose for which it is intended to be utilized. Teacher monitoring learners while they read aloud and recording any mistakes, self-corrections, and fluency indicators. Running records offer valuable data about learners comprehension skills, word recognition abilities, and decoding abilities.
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  ANECDOTAL RECORD To evaluatepersonal growth objectives, work product quality, or student accomplishment. A tool to observe progress in the development of learners’ reading skills. Writing anecdotal reports is a quick and simple way to document observations of learning activities that take place in the classroom, such as playing at the sensory table, mealtimes, or interactions with other kids
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  WORK SAMPLES (i.e.RETELLINGS) The act of remembering a story's events beginning, middle, and end in chronological sequence. Retelling is a strategy used to help readers develop comprehension, which is the process of making connections between what they have read and their own experiences to expand on what they have learned. Retelling stories can be used by teachers to assess how well their students understand them. They can then utilize this knowledge to assist students learn the subject matter more deeply.
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  READING CONFERENCE A planned conversationthat utilizes the ideas of dialogic teaching between a teacher and a student. The student has chosen a text on their own, and it will be the center of debate. Texts are selected from a variety of "just right" books that have been designed to meet each student's unique learning requirements and reading preferences. Teachers engage one-on-one with students to talk about their reading objectives, difficulties, and progress. Teachers can ask open-ended questions, offer feedback, and provide individualized help to meet the needs of each student during these conferences.
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  Thank you for attentivelistening!
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  REFERENCE https://www.scribd.com/document/774513385/ PERFORMANCE-AND-OBSERVATION-based-teching- reading-maryann