Oral Assessment Strategy Paper

Col Ralph Gracia, USAF

St. John’s University

Dr. Karla Marrero

EDU 9012 ~ Fall Semester 2017

Oral and Written Presentation of Assessment

November 6, 2017

Abstract

This assessment strategy paper consists of background information shared with my colleagues in a class presentation on November 6 at St. John’s University using story map as a strategy related to the assessment of English learners. The handout (reference attachment), distributed to my colleagues, demonstrates my presentation and critiques from three articles on the use of story map as a formative assessment strategy. Following this, is the foundation to explore based upon the question below and a review of articles focusing on story map strategy.

The question is, “How

In my first article, “Story maps improve comprehension,” integrates reading to help students focus on attention to details. The author points out, story maps are visual representations teachers can integrate concepts in the story. For example, last month I taught an ESL to a beginner level of adult learners where they were assessed using the story map strategy. This was an excellent approach to assess students' proficiency level as well using an instructional technique assessing their understanding reading a short "folk tale" passage about two brothers. The story was read once aloud in class, followed by the students reading among themselves. Finally, they were encouraged to work in groups using the story map. By doing so, and after students were proficient at filling in the map, they would be able to use the story map to plan their own short stories. I structured my presentation for my ESL and ELLs students to integrate and keep learning

By working collaboratively, teachers and students learn about the story answering questions and placing illustrations on the map to retell it. This way, story map helped accomplish two major objectives: to better organize reading instruction and to help students more clearly perceive organization of their reading material (Beck and McKeown, 1981; Pearson, 1982). As identified, story map can be used to promote the effectiveness of students' interaction through discussion and to enhance story elements through reading comprehension and visual demonstration. However, an implication taken from this article is not much research has to be reported on their use to improve reading comprehension. Beck, Omanson, and McKeown (1982) used story map in redesigning a reading lesson to improve comprehension, but because the map was only one element, this study revealed little on the efficacy of the story map. In my case, the strategy assessed and focused on whether or not the students comprehended the story. As a result, the story map became a visual guide to assisting my students to summarize during reading and in a review of the story after it had been read and shared in pictures+.

A further study found story map to be a good post reading organizer and an alternative to the traditional question and discussion session following the reading of