Assessment: On Track for Reading Success
Featuring Dr. Roland Good, Dr. Mary Ruth Coleman, and Dr. Michael C. McKenna discussing assessment.
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We've all heard the line, "I taught them, but they didn't learn." How can teachers make sure that each student is not only being taught, but is actually learning? Dr. Roland Good of the University of Oregon and Dr. Mary Ruth Coleman, President of the Council for Exceptional Children, and Dr. Michael C. McKenna of the University of Virginia will address how assessment can be used to lead students to reading success.
Dr. Roland Good is an associate professor in the School Psychology Program of the University of Oregon. He's served on the review boards of several professional publications, has published numerous educational articles, and he travels the country teaching and speaking about DIBELS.
Dr. Mary Ruth Coleman is a senior scientist at the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill, and a research associate professor in the School of Education. She's President of the Council for Exceptional Children. She brings to all of her roles years of teaching experience and numerous publication credits.
Dr. Michael C. McKenna is Thomas G. Jewell Professor of Reading at the Curry School of Education at the University of Virginia. He is author of numerous books and articles and has a particular interest in reading assessment.
Delia Pompa is the moderator of this webcast. She is the Vice President of the Center for Community Educational Excellence, at the National Council of La Raza.
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- How have you used assessments to better understand what to teach your students? What enabled that assessment-to-instruction link?
- Poll other teachers and specialists in your school. What assessment instruments are used for screening? Diagnostic purposes? Progress monitoring purposes? Outcome measures? Share how each assessment contributes to your knowledge base about your students.
- Share your experiences testing students in timed versus untimed situations. What types of information can be gathered under each condition? How can teachers use this information to plan instruction?
- What are some obstacles to using regular progress monitoring techniques in the classroom? What steps can you take to make this more feasible? What could your school system do differently that would make this task easier for teachers?
- Is your school equipped to work with students who are not proficient in English? What are some ways you could improve your assessment system for English language learners?
The Reading Rockets Professional Development Webcast Series is a production of WETA. The Reading Rockets project is funded by the U.S. Department of Education, Office of Special Education Programs.
This program was produced by WETA/Reading Rockets, which is solely responsible for its content. The views expressed in the program are those of the speakers and do not necessarily reflect the views of WETA/Reading Rockets, our funders, or our partners.