Title: Diagnostic Performance-Based Assessmentl: A Tool for the Kindergarten and Primary Grade Teacher
Abstract: Most elementary educators agree that assessment is a necessary preparation for instructional planning. Teachers can use one of several standardized instruments or an informal reading inventory to assess the abilities of their reading students. A problem occurs for the teacher of nonreaders or the teacher of beginning readers. These students cannot be assessed with instruments requiring reading ability. They need to be evaluated with instruments that sample their ability to perform with psycho-motor, auditory, oral, and visual skill areas. These areas are the foundation of beginning reading instruction and should be measured and evaluated prior to instructional planning for each kindergarten and primary school child. DIAGNOSTIC PERFORMANCE-BASED ASSESSMENT: A TOOL FOR THE KINDERGARTEN AND PRIMARY GRADE TEACHER Rona R. Flippo GEORGIA STATE UNIVERSITY, A TLANT A GEORGIA Most elementary educators agree that assessment is a necessary preparation for instructional planning. Teachers can use one of several standardized instruments or an informal reading inventory to assess the abilities of their reading students. A problem occurs for the teacher of non-readers or the teacher of beginning readers. These students cannot be assessed with instruments requiring reading ability. They need to be evaluated with instruments that sample their ability to perform with psycho-motor, auditory, oral, and visual skill areas. These areas are the foundation of beginning reading instruction and should be measured and evaluated prior to instructional planning for each kindergarten and primary school child. One possibility for teachers of this level is the use of a teacher-made, performance-based assessment ki t . The teacher can zero in on the skills that are vi tal to beginning reading instruction. By selecting the skills and planning for the measurement and evaluation of them, the teacher will be able to tailor the instructional program effectively, basing it on the outcomes of each assessment. The teacher then adds the techniques of performance measurement and observation. Periodic observations following the initial pre-assessment can provide a continuous check on the student's development and an opportunity to modify instruction as indicated. Description of Kit Criteria for a performance-based assessment kit: 1. A grouping of pre-literacy (Powell et al 1976) or reading readiness skills should be selected from a reliable source. These skills can come
Publication Year: 1981
Publication Date: 1981-01-01
Language: en
Type: article
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Cited By Count: 1
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