The Master Reading Teacher selects and administers appropriate reading assessments on an ongoing basis and uses the results to design, inform, and adjust instruction to promote literacy.
Standard 2 describes the role of both informal and formal assessment in reading instruction. The MRT is aware of different assessment techniques and tools and understands the limitations and strengths of each. Good instruction in reading is a cyclic process that begins with assessment of the student�s literacy skills, knowledge, attitudes and experiences. Such assessment continues during the course of instruction so that formative decisions can be made by the MRT regarding design throughout the course of the instruction.
A number of articles focused on standardized testing and student discussion seemed to turn to this topic again and again. Consequently I�ve been enlightened about the political debate surrounding high-stakes testing and the impact of this discussion on teachers and instruction.
I think I�m slowly working my way toward a view of the debate that balances the concerns of teachers (appropriate instruction) with the concerns of the public (accountability).My sensitivity to test bias and factors affecting cross-cultural assessment has been heightened through reviewing articles and participation in the Book Club through posts and discussion with fellow students.
Article Review - Stories from the Shadows: High-Stakes Testing and Teacher Prep
Article Discussions � Session 3
Book Club 2 � Grouping Strategies and Instructional Routines
Article Review - Why Joshua Can�t Read
