Chapter Summary And Analysis

1. In chapter 14 authors stress the importance of correctly executed classroom reading assessments and properly utilized results. According to the writers, classroom reading assessments influence learning and teaching strategies, which means reading instruction fluctuates based on the results of previously completed assessments. It is discussed in great details the reasons reading instruction can be productively adjusted after formative assessments and not after summative testing. P.Afflerbach, B.Cho, M.Crassas, J.KimI encourage teachers to pay attention to process reading assessments more than to product assessments. They say (L.Gambrell, L.Morrow, p.320) :

“Too much attention is now given to product assessments, especially tests, and this

There are quite few practical applications to utilize the material from chapter 14. Undoubtedly, I plan on teaching the use of self-assessment method. Most likely adjusted and more detailed, especially clarified on how to detect the problem and how to fix it. The final goal is to prepare the students to function freely at the college level and self-assessment strategy is one that might be used throughout the whole education period. The fascinating part, is how much more fare assessment has become that we are ready to explain and teach self-assessment, so student has all the tools to succeed. It makes sense, doesn't it? It is almost humorous how little we understood about the education system and assessment in particular, when we were students at our school. It was quite enough for teacher to ask two questions, listen to the student’s tumbling answer, grade and send him on the way. Progress, indeed, is a wonderful

I do agree, formative assessment is conducted with the goal of informing our instruction and improving student learning (L.Gambrell, L.Morrow, p.327). I do disagree though, that we don't have as rich of an opportunity with summative assessment to inform instruction and to address students’ individual needs (L.Gambrell, L.Morrow, p.327). As much as we would like to call summative assessment after-the-fact teaching and learning, for the student this process is continuous and has never stopped. There is a general rule in all Russian schools that students move from grade 1 to the 2nd and 3d grades with the same teacher. Thus, summative assessment in the end of the 1st grade becomes formative for the three year process. That doesn't mean American schools have to inherit the system, but what can be borrowed and improved on is the approach to the summative testing. For example, results of the summative testing should be a starting point for the teacher of the next grade to know how to properly set the reading instruction with this particular student. The same should apply for the students transferring from other schools. Basically the level of teachers’ communication should dramatically improve to benefit the