Reading Assessment

The diagnostic approach was very informative for me and I learned some new strategies. I have a better understanding of what the diagnostic approach is. My understanding is that the diagnostic approach is a comprehensive way of using data that comes from the student, teacher, and context. It should be continuous throughout the year in order for it to be successful. Different assessment techniques should be used including student self-assessment, teacher self-assessment, and assessment of instructional materials. The main concern of the diagnostic approach is identifying the student’s strengths and needs. Below is a comprehensive emergent reading model used to lay out the aspects of reading and how some interact. 

A section of the reading that changed my approach for reading assessment are the three guiding questions that teachers should use to help them get results from their data collected. They are:

1. What do I want to know?

2. Why do I want to know?

3. How can I best discover this information?

The assessments that should be used to back these questions up are performance assessments, portfolio's, direct observation, and anecdotal records. I personally would like to use more anecdotal records to help myself remember all that I am observing in my classroom. The following website has great examples of different types of reading and writing assessments that I find very beneficial!

http://www2.billings.k12.mt.us/docs/pdf/report%20card/3rd%20Reading%20and%20Writing%20Assessments.pdf