Assessment

Assessment is the core of education today, whether that is a good thing or a bad thing. Many educators solely focus on the outcomes of assessment, as much instruction is to "teach to the test" so that schools and classes will pass or perform well enough to stay in existence. Whether or not we agree with the implementation of assessment, it is not going anywhere. Thus, I agree with the four purposes of reading assessment: outcome assessments, screening assessments, diagnostic assessments, and progress-monitoring assessments.

It is a balance of these four types of assessment that will lead to a full picture of a student's ability to read as well as provide a standardized comparison by which one can be leveled accordingly. It is necessary to understand where each student is according to their reading ability, and to do so, they must be assessed both as a whole group and by individualized, specified tests. Teachers need to address both students' needs AND strengths. If you do not build upon their strengths, students start to think they are only struggling readers. Students need to be assessed regularly to address their current capabilities as learners. 

With all of the different types of assessment that lurk the hallways of schools these days, it is a constant battle to determine which is best to meet the needs of both the students and the school as a whole. After learning about the DIBELS assessment in class, I cannot see how it is the best determiner of a student's abilities. There are many qualms about it, and there is clearly not a verdict as to its proficiency as an assessment. The one minute time limit does not mirror a realistic reading situation, and it might as well just teach students that speed is all that matters in learning. Also, it is not an effective measure for older students as a whole. Is there an outcome assessment that is sufficient for upper elementary students?

Edmondson is using AIMSweb, and I am curious as to the school's reception to the test. Dona was less than thrilled to administer it as she feels that a typical DRA would be a better measure. If reading specialists are not behind these tests and instead back more thorough assessments, why do the districts not listen? Shouldn't the authorities have a say in the measure?