Name Nicholas J.

Shabrack Observation Date 11-14-14 Observation Time 10am-11:30am

Experience D-8 (Due November 16)
(D-8) Objective: To observe teachers use of assessments (informal and formal) of
students literacy development.
Directions: Observe teachers use of assessments (informal and formal) of students literacy
development.

1. Describe the types of informal literacy assessments used by the teacher (i.e., reading
checklist, reading inventory, portfolio, response journals, running records, rubrics,
anecdotal records).
Word Recognition: She has the students complete a matching assessment that has the
definitions on one side and the vocabulary words on the other. They put the vocabulary
words in a box and select the appropriate vocabulary to complete the sentence.
Comprehension/Study Skills: The students make connections before, during, and after
reading: text to self, text to text, and text to world. The students use an index to answer
questions that make use of that index.
Genre: The students complete a literary elements chart on a book. The students list the
characteristics of a specific genre or write a short piece in that genre.
Writing: The students perform a writing task with multiple elements. She then assesses
the writing piece for inclusion of these elements, language usage, organization, and
mechanics.

2. Describe the types of formal literacy assessments used by the teacher (i.e., criterionreferenced tests, diagnostic tests, norm-referenced tests)
She uses observations, such as an anecdotal notebook. With this method, all of the
observations on an individual student are together and can furnish a picture of student
learning over time.
She also uses graphic organizer, either a KWL chart, Venn Diagram, Tcharts, Mind Map
and many more.
She also uses a learning log. Learning Logs are used for students' reflections on the
material they are learning. This type of journal is in common use among scientists and
engineers. In the log, students record the process they go through in learning something
new, and any questions they may need to have clarified. This allows students to make
connections to what they have learned, set goals, and reflect upon their learning process.
The act of writing about thinking helps students become deeper thinkers and better

writers. Teachers and students can use Learning Logs during the formative assessment
process, as students record what they are learning and the questions they still have, and
teachers monitor student progress toward mastery of the learning targets in their log
entries and adjust instruction to meet student needs. By reading student logs and
delivering descriptive feedback on what the student is doing well and suggestions for
improvement, the teacher can make the Learning Log a powerful tool for learning.
She uses Think-Pair-Share. Think-Pair-Share (Lyman, 1981) is a summarization strategy
that can be used in any content area before, during, and after a lesson. The activity
involves three basic steps. During the "think" stage, the teacher tells students to ponder a
question or problem. This allows for wait time and helps students control the urge to
impulsively shout out the first answer that comes to mind. Next, individuals are paired
up and discuss their answer or solution to the problem. During this steps students may
wish to revise or alter their original ideas. Finally, students are called upon to share with
the rest of the class. There is also a Think-Pair-Square-Share. In this strategy, partners
discuss answers with another pair before sharing with the class. This activity ensures that
all students are interacting with the information. Teachers can use this activity in the
formative assessment process as they walk about the room listening to student
conversations.

3. Does the teacher assess students prior knowledge as an informal assessment tool?
If so, describe what the teacher does. If not, how the teacher builds on what
students already knew?
She uses an informal assessment tool to test for prior knowledge. She usually will give
them a pre-test and has the students trade with one another. She then goes over each
question with the students and then looks at the score to see where they need help, either
as a group or in their groups.

4. Does the teacher use technology to administer the assessment? If so, what do they
use and how do they use the system to help them to understand the students results.
No she uses paper and pencil.