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“Teachers investigating, gathering evidence to illustrate not only that their students are learning, but what it is they are learning.”
“Teachers investigating, gathering evidence to illustrate not only that their students are learning, but what it is they are learning.”
Kathleen and Jim Strickland
Kathleen and Jim Strickland
In the Reading Intervention Program, the purpose of assessment and evaluation differs slightly; they are closely linked and should not be separated. Educators in Excellence For All (EFA) recognize that both are related and complementary elements of the ongoing process of gathering, interpreting, and evaluating the evidence of student learning. Assessment is continuous and is an integral part of quality teaching.
Teachers learn how to collect information and data on their students' learning. They also learn to be researchers who hypothesize, gather evidence of students learning, summarize, reflect, and revise as they gather more evidence.
Using these processes, Reading Intervention teachers learn to build an ongoing picture of what their students know and use it to inform instruction. In summary, teachers learn that multiple forms of assessment provide useful information that can inform teaching and follow student's growth.
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