RPI Session 2: Know your Learners as Readers
Cognitive focus on characteristics readers as learners.
Looking at different types of assessment tools and how we use these formatively and summatively. How can we use these to understand the effect size?
Organising and unpacking data was good to be able to refer back to those filters on google sheets in the workbook.
Logging into NZCER and and looking at the PAT Reading comprehension data was helpful in terms of wrapping my head around the tests and types of questions. Unfortunately, the data I had access to was 2022 data of Y4 students. I no longer teach these students so there were only so many practical takeaways I could have from this session. In saying this - I will be able to analyse the PAT reading comp data for my 2 Y4 learners that I teach for reading later on when they do it. The rest of the students I teach for reading are Y3 and we cannot administer this assessment for that age group.
A good reminder is to read the text and then read what answers the students selected, looking at which answer students chose (incorrectly) thinking what did they miss? How can I teach them to correctly seek the information that the specific question is asking.
The quote by Michael Absolum was a refreshing reminder that we don't overdue WALTs and SC.
Kia ora Jasmine. It sounds like you've had another busy and useful day on RPI. I'm glad you found looking at the data useful and like you said now that you've done it you'll be able to do so again for your current students later in the year. Is the workbook you mentioned similar to a modelling book? I agree with your point about not overdoing WALTs etc and it's great to hear you're co-constructing success criteria with your groups.
ReplyDeleteTēnā koe Jasmine
ReplyDeleteI have really appreciated reading your thoughts on Day 2: Know Your Learners as Readers and the deeper wonderings you’ve had about assessment more generally. With your particular interest in effect size you may be interested in reading both sides of the Hattie meta-analysis, effect size debate: John Hattie’s book Visible Learning and Professor Robert Coe’s critique (one of many).
I am glad that you were able to apply filters to your Google Sheets and I will be interested to hear how you have used these insights to be responsive to your learners’ shared text interests such as genre, topics and their reported goals for becoming a better reader.
I can appreciate that you only have two students in the PAT data and so deeper reflection using NZCER will only give you a small window into the wider need. However, I think the PAT categorisation of questions as Retrieval, Local and Global Inference can support ambitious learning design of Response to Text tasks and in thinking about how you ‘backwards map’ from these desired outcomes for your Year 3 learners. “Seek and find”, “fill in the gaps” and “combine closely located information to come to a new understanding” are skills worth developing as written and oral responses for all your learners.
It’s fabulous to hear you plan to extend co-construction of the ground rules to other groups. I am really looking forward to ways you integrate this into your task board planning this coming week and what provocation (or questions) learners will be discussing.
Nga mihi
Naomi R.
Literacy Facilitator - Manaiakalani Reading Practice Intensive
Kia ora Naomi, thank you for your comment. I am thinking that I can fill in those 'gaps' by asking students the same questions after reading a series of different texts related to a topic and co-constructing their answers - following a t-shaped literacy structure to begin to develop those critical skills in learners. I am planning on sharing a couple of different task boards tomorrow to share where my learners are currently at and where I plan on utilising this tool later on in the year. Many thanks - Jasmine
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