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Pages:
3 pages/≈825 words
Sources:
3 Sources
Style:
APA
Subject:
Education
Type:
Coursework
Language:
English (U.S.)
Document:
MS Word
Date:
Total cost:
$ 16.04
Topic:

Types of Literacy Assessment

Coursework Instructions:

Assessment Description
Because literacy is foundational for all secondary education content areas, it needs to be assessed regularly in all content areas, both formally and informally. Assessments can range from a formal pencil/paper test to an informal read aloud, questioning, and classroom discussion. It is important for teachers to use a variety of assessments in the classroom to ensure they have an accurate picture of each student’s current literacy levels.
Research four types of literacy assessments and create a matrix including the following:
Two formal and two informal literacy assessments and rationales to explain their use, and how to avoid misuse during implementation.
Examples of three appropriate literacy assessment tools for your content area and a rationale for each.
Examples of three technology resources with a rationale for how each supports literacy assessment.
An explanation of how you would use the data from a formal and an informal literacy assessment to plan future instruction.
Support your findings with a minimum of three scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Rubric
Matrix thoroughly describes both informal and formal types of literacy assessments, their purpose, and how to avoid misuse.
Matrix provides insightful examples of appropriate literacy assessment tools for the chosen content area. Rationale specifically describes how the tools will support literacy assessment.
Matrix provides innovative examples of technological resources for the chosen content area. Rationale extensively describes how the resources will support literacy assessment.
Explanation of how the data from formal and informal literacy assessments would be used in future practice is compelling.
The content is well organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit. Provides the audience with a clear sense of the main idea.
Research strongly supports the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment.
Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
Submission is nearly/completely free of mechanical errors and has a clear, logical conceptual framework. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.

Coursework Sample Content Preview:

Literacy Assessment
Name
Department, Institution Affiliation
Course Code; Course Name
Instructor's Name
Date
Literacy Assessment
Formal and Informal Assessments
Formal

Rationale of use

Misuse avoidance during implementation

Criterion referenced tests

A criterion-referenced test is an example of formal assessment which involve comparing an individual’s skills or knowledge against specific criteria (Walgermo et al., 2018). The standard criteria are performance level, learning goal, or predetermined standards. Criterion-referenced tests are used since it provides different performance criteria for examining the learners’ growth. Lastly, it uses test scores, making it easy to identify the key weaknesses of the learners. Therefore, it is a comprehensive aspect of assessing the learners’ capacity.

Criterion-referenced tests must be implemented effectively to avoid possible misuse. Honesty on the test scores is appropriate to avoid misuse of the tests. Besides, formal language should be considered throughout.

Standardized tests

Standardized tests are examples of formal assessments whereby the instructor assesses the learners based on their content area (Popham, 2018). They are used since they easily determine the learners' capacity by comparing them to the standard requirements. Besides, standardized tests are relevant since they allow the instructors to identify the deviations and weaknesses of the learners based on the established standards. Therefore, it is easy to devise solutions for improving the learners’ growth.

Standardized tests should be implemented effectively without any misuse. There are key elements that must be considered to avoid such misuses, such as determining goals, developing specifications, creating test items, scoring and reporting, and further development. The identified measures, when considered during implementations, reduce the misuse of standardized tests.

Informal

Rationale of use

Misuse avoidance during implementation

12-Word Summary Approach

A 12-word summary is an example of an information literacy assessment in which the students summarize the lesson understandings in less than 12 words. The assessment is used since it allows the learners to identify substantial points throughout the lesson. It also makes the learners pay attention and gain necessary skills through the lesson. Therefore, the assessment approach is essential in streamlining student growth.

To avoid misuse of the 12-word summary approach, the instructor should not allow a summary of more than 12 words. Besides, it should strictly be used at the end of the lesson to avoid poor summary. Therefore, effective implementation of a 12-word summary positively improves the learner’s capability.

Strategic Questioning Approach

Strategic questioning is an informal assessment approach whereby specific questions (high-order questions) are considered. The questions are critical since they enable the learner to think deeply and soberly. The approach is used since i...
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