Long-Term Benefits To Portfolios and Beyond I moved toward portfolio assessment in my first-grade classroom when I realized that the kind of learning that was taking place could not be measured by unit tests and worksheets.
My students were involved in problem solving. They were developing an understanding that there were often many ways to get to an answer and often many correct answers to a problem.
In language arts, my students were choosing their own writing projects to work on and sharing their work with others. I valued this learning greatly, and I sought a form of assessment that could capture some of this magic.
Portfolio assessment seemed the perfect solution. Initially, I was thrilled with our portfolio system; my students' individual accordion folders bulged with projects. I panicked in February, however, when, while preparing students for a second round of portfolio sharing with their parents, I discovered that their writing wasn't improving.
There was more of it, but there was little change in quality. My students needed to develop an awareness of the characteristics of effective writing. I knew that I couldn't just dump a list of writing characteristics on them.
To be meaningful, the writing criteria had to come from them. Modeling Self-Assessment I keep my own portfolio of many of the projects that I created with the kids during writing sessions.
I've saved poems, songs, letters, nonfiction, and fiction, including our rendition of stories with highly predictable texts. Sitting before my class, I emptied out my portfolio for all to see.
I hadn't looked at the selections for a while, and I referred to them in a manner similar to how one might recollect old friends. I told the kids how I loved all these projects, and that they were all good. But, I told them, even though they were all good, some were a little more special to me than others.
Then I labeled three index cards: I then reviewed each project and placed them under one of the headings. I wanted them to understand that a portfolio is a self-assessment tool, and that the decisions involved belong to its owner.
Soon the class was happily decorating the headings. I invited them to evaluate their portfolio projects, and students began poring over their portfolios, asking one another for advice.
The conversations were rich with comparisons. I walked around the room and asked questions about their decisions. Kneeling beside Todd's desk, I glanced at his journal entry about a family trip to the zoo.
It was filled with sentence fragments and missing capital letters. I asked him why he had placed this under the excellent heading.
With a huge grin he answered that his visit to the zoo was one of the greatest days of his life. I realized then that the criteria we would develop as a class would have to reflect far more than my mechanics-oriented goals.
Developing a Class Chart After everyone had sorted their work into three piles, I wrote the three headings at the top of a sheet of chart paper. I spent more time working on them," said a third child.
With each student's comment, children glanced back at their work and reevaluated their decisions based on the unfolding criteria of their peers.
However, I began to sense that students were devaluing projects that they hadn't deemed excellent. I reaffirmed the worth of the "nonexcellent" efforts by pointing out that many of these projects were rough drafts. We continued to make observations about the characteristics of effective writing, recording our ideas on the chart paper.
If an excellent project had all correct spelling, what might a very good project have? And how many misspelled words could a good project have?
We agreed that an excellent project should have no spelling mistakes.Ohio Diagnostic Assessments The required grades to be administered a diagnostic assessment are: Districts have the option of using the state-developed diagnostic below or a vendor assessment on the department’s approved list of diagnostic assessments to meet the state reading diagnostic assessment requirement.
1st Grade Reading. First (1st) Grade Skills | Grade Level Help at Internet 4 Classrooms, internet resources for teachers & students, children & parents Educational for elementary.
We examined the effects of transcription instruction for students in 1st grade. We selected students in the lowest 70% of the participating schools for the study. We randomly assigned these 81 students to (a) spelling instruction, (b) handwriting instruction, (c) combination spelling and handwriting instruction, or (d) no intervention.
What is 1st Grade Writing?
First grade writing standards focus on the writing process as the primary tool to help children become independent writers.
In Grade 1, students are taught to use each phase of the process as follows: Students do not need to “prepare” for first grade assessment tests. Instead, you’ll be helping their.
In the case of the second grade assessment, children will study nonfiction reading and informational book writing as two separate but related units. The assessment you’ll find here is designed to help you determine students’ proficiency levels in reading nonfiction and summarizing the information therein and in writing an informational text.
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