...Ecuadorians is known to be the second largest immigrants to migrate in New York and as well as Spain. In the last 25 years, Ecuador has accomplished two main waves of emigration where about15 percent of Ecuadorians were sent overseas in Spain, United States, Italy, Venezuela, with a small amount were in Chile. Ecuadorian emigration in 1960 was nominal. A limited amount of people migrated to Venezuela and to United States by 1940. According to Jokish, “The U.S. Office of Immigration Statistics (part of the Department of Homeland Security) reports that 11,025 Ecuadorians received lawful permanent resident status from 1930 to 1959. By the 1960s, small communities of Ecuadorians could be found in Los Angeles, Chicago, and New York.” (P. 1) Similar to other Central America countries, Ecuador typically relies on the funds of migrants send home. Jokish states that, “The Inter-American Development Bank estimated that Ecuador received $2.0 billion in remittances in 2004, equivalent to 6.7 percent of its GDP and second only to oil exports; 14 percent of adults in Ecuador receive remittances regularly.” (P.1) About 75 percent of remittances were used mainly for basic household needs including education, food, medicine and debts. In 2006, migrants were required to compensate coyotes or document forgers around $12,500 a year for clandestine travel to the United States. After paying off for the basic needs and their debts are paid off, Ecuadorians assembled new homes. In...
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...Running head: Standardized test, assessments, and portfolios for reading Standardized test, assessments, and portfolios for reading Students are constantly being “assessed” by their teachers. We examine their behavior patterns, learning styles, reading abilities, and even their happiness. The purpose of assessments is to educate the teacher on what our students know and how we can better serve them in learning the curriculum and more. State tests are administered yearly for students, and teachers give formative and summative assessments frequently in the classroom. There are benefits and downfalls to each type of assessment. Afflerbach (2005) discusses that the results from standardized reading assessments are “at best an approximation of the students’ actual achievement level” (p.158). Standardized test tell us if our student is above, at, or below proficient. They do not tell us what areas the student does well at or what skills they are lacking in. According to the work of Buly and Valencia (2002), “Students scoring below proficient on state assessments are usually placed in supplemental or remedial reading classes, which often focus on phonemic awareness and decoding skills at any grade level (Buly & Valencia, 2002). After being put in these “special help” reading classes, the student then goes back into content area classes (English, Math, Science) which all have difficult text where the student struggles with comprehension. The problem we are then...
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...EDU 2120: ASSESSMENT OF READING FINAL EXAM MARVIN ADDITIONAL ASSESSMENTS TO BE GIVEN: 1. Developmental Reading Assessment 2. Silent Reading Comprehension Test B 3. Word Meaning Test I believe the above assessments would be helpful in identifying and understanding some of Marvin’s difficulties with reading. The Developmental Reading Assessment assesses not only decoding, but also allows the instructor to observe and assess the reading strategies and miscues of a reader (i.e., omissions, repetitions, substitutions, etc.). Marvin states that his only strategies for reading unfamiliar words are “breaking the words down” and “asking”. Administering the DRA can help to see if Marvin is displaying any use of other strategies that maybe he is not aware that he is using. The DRA also allows for the assessment of fluency and comprehension. Since, Marvin believes that his main reading problem is comprehension, this is a good way to check if he has correctly assessed himself. The Silent Reading Comprehension Test is an alternate method of assessing Marvin’s comprehension skills. This test will be able to give the instructor an idea of Marvin’s instructional reading level. And finally, a Word Meaning Test could be administered to give an idea of Marvin’s vocabulary development. SUGGESTED READING PROGRAM According to Marvin’s educational history, he has been mostly exposed to instruction that included closed tasks, limited choices in what...
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...In the article Gonski, plutocracy and public policy, Steven Long (2012) analyses the data presented in the 2010 ‘Review of Funding for Schooling; Final Report’ (Boston, Gonski, Greiner, Lawrence, Scales, Tannock, 2010). Long (2012) offers his audience a look beyond its carefully scripted wording and critically examines its findings. He discusses Australia’s current school funding system in conjunction with implications of the reports findings, ultimately accusing plutocracy and a fearful government for the sustained inequitable distribution of government funding (Long, 2012). The “Gonski report” (Long, 2012, para. 3) stemmed following calls for an investigation into the allocation of public funding to Australian schools by the then acting Federal Minister for Education, the Hon Julia Gillard MP, (Gonski, 2010, p. 8). The report, headed by David Gonski and presented in December 2010, aimed to establish a “transparent, fair, financially sustainable” (Gonski, 2010, p. 8) funding system which supports “excellent educational outcomes for all Australian students” (Gonski, 2010, p. 8). The structure of the study saw schools positioned within one of three categories; government schools, Catholic schools and independent schools (Long, 2012). Over one thousand schools, recognised as being neither government nor Catholic institutions, were categorised within the independent group (Long, 2012). The central theme surrounding the article is the classification of non-Catholic, ‘independent’...
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...PSYCH 100-B2 Reading and writing disorders: Research-based assessment and intervention By Layne Neel, Ashton Johnson, and Jeffrey D. Shahidullah APA.ORG-From Science to Practice | October 2011 Reading and writing disorders: a research-based assessment intervention by Layne Neel, Ashton Johnson and Jeffrey D. Shahidullah that examines different learning and writing disabilities and their IQ achievement criteria uses by APA to access them. Learning disabilities, or learning disorders, are an umbrella term for a wide variety of learning problems. A learning disability is not a problem with intelligence or motivation. Kids with learning disabilities aren’t lazy or dumb. In fact, most are just as smart as everyone else. Their brains are simply wired differently. This difference affects how they receive and process information. Simply put, children and adults with learning disabilities see, hear, and understand things differently. This can lead to trouble with learning new information and skills, and putting them to use. The most common types of learning disabilities involve problems with reading, writing, math, reasoning, listening, and speaking. According to the researcher Layne, Johnson and Jeffery; on half of all special education services ‘children are under the specific classification learning disability category which imply that in fact reading disorders affect four percent of school-age children and constitute about ninety percent of student with learning...
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...Current Research IN READING / LANGUAGE ARTS Understanding Assessment: Putting Together the Puzzle SHEILA W. VALENCIA UNIVERSITY OF WASHINGTON, SEATTLE “No one test or assessment should be asked to serve all the assessment purposes. We need, at this point, a system made up of articulated components, glued together by their adherence to content standards and serving explicit purposes for assessment.” —National Council for Education Standards and Testing, 1992 discussions, and more. Now, 10 years later, we are hearing the same reminder (Brennan, Kim, WenzGross, Siperstein, 2001; Herman, 2001; International Reading Association, 1999). In fact, in July 2001 members of the National Education Association, the nation’s largest teacher’s union, endorsed a policy calling for a combination of standardized tests and other assessment tools such as teacher designed assessments when making important educational decisions (Blair & Archer, 2001). Assessment has always been a part of the educational landscape. However, because assessment can serve so many different purposes and can come in so many different forms, it has been confusing and, sometimes, it has been the subject of contentious debate. Unfortunately, as a result, many of us have come to view assessment as a necessary evil, a requirement rather than a helpful part of instruction. But assessment IS a critical part of instruction and it CAN be useful if we understand the pieces of the puzzle. As far back as 1992, when...
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...chose to do a segment on reading comprehension and reading fluency. I felt that many teachers get these two mixed up and it affects the students learning. Reading comprehension is one of the largest problems most students face and cause them to fall behind in school. I have taught general education and special education; and many students struggle to comprehend what they have read. Also many teachers work on fluency and once a student is reading fluently, they assume that their comprehension is there. Also just completing a running record does not determine the student’s ability to comprehend. This last year, I worked in the 6th grade teaching language arts. I worked with two other general education teachers and they were using fluency sheets to determine the students reading level and comprehension. What is reading comprehension? “Reading comprehension assessments are the most common type of published reading test that is available. The typical type of reading comprehension assessment involves asking a child to read a passage of text that is leveled appropriately for the child's age or grade, and then asking explicit, detailed questions about the content of the text. An example of a common reading comprehension assessment is the Informal Reading Inventory (IRI), also known as the Qualitative Reading Inventory (QRI)”. (Reading Rockets, http://www.readingrockets.org/article/3412/) There are several different types of reading comprehension assessments. The student can be asked...
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...informal assessment regarding fluency and comprehension for my eighth grade class. I chose a lesson found online through www.havefunteaching.com. This lesson consists of a reading passage consisting of 506 words. At the end of the passage there are five questions that have been created to assess the student’s comprehension of that passage. For this assessment I plan to individually pull aside each student and explain to them the purpose of this assessment. I will explain that this will be an ongoing assessment that I will use to measure and set goals to make them more effective readers. I will tell them that they should not focus on being timed because as they become more fluent, they will become metacognitive readers. I will use the following form that I have created to keep a record of their progress for future reference. Reading Comprehension Log Student Name:__________________________________ Date:_____________ Grade Level | Passage Level | Fluency | Comprehension | Notes | Goals for next time | | | | | | | Student Name:__________________________________ Date:_____________ Grade Level | Passage Level | Fluency | Comprehension | Notes | Goals for next time | | | | | | | Student Name:__________________________________ Date:_____________ Grade Level | Passage Level | Fluency | Comprehension | Notes | Goals for next time | | | | | | | I feel that there are many characteristics of informal assessment that...
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...In this essay, it will explore literacy components of reading and writing. Through this essay, it will mainly discuss 21st-century literacy learning, approaches to teaching reading and writing, and multi- literacies. As well as these topics a curriculum analysis will be performed on both the Early Years Learning Framework and the Australian Curriculum, Assessment in early years and primary and government policy. To being the journey of understanding these areas associated with reading and writing, it is important to know what literacy means in today’s society. Leu & Kinzer, 2000) points out, literacy can be thought of as a moving target, continually changing its meaning depending on what society expects literate individuals to do’. Just important...
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...Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Carter, C., Bishop, J., & Kravits, S. (2007). Keys to college studying: Becoming an active thinker (2nd ed.). Upper Saddle River, NJ: Pearson Prentice Hall. All electronic materials are available on the student website. Week One: Academic Success Details Due Points Objectives 1.1 Identify techniques for setting goals. 1.2 Identify techniques for managing time. 1.3 Identify techniques for managing stress. 1.4 Develop educational goals. Reading Read Ch. 1 of Keys to College Studying. Reading Read this week’s Electronic Reserve Readings. Discussion Questions Participation Respond to weekly discussion questions per Instructors Policy Document. Aug 1 4 Individual Educational Goals Mapping Resources: Assess Your Readiness for Academic Success Worksheet and Map Out an Important...
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...The Purposes and Methods of Classroom-Based Literacy Assessment Grand Canyon University: RDG 512 June 3, 2014 Assessing Literacy Development The purpose of the information provided is to adequately use literacy assessments and understand their purpose as well as how they benefit students and help guide teachers’ instruction. I. Classroom Assessment A. Planning for Assessment Considerations for each student include: 1. Background knowledge (What do students know about this concept) 2. Vocabulary 3. Comprehension (How well are students understanding the concept) 4. Completion of work 5. Work habits 6. Work well with classmates 7. Ability to apply material learned (Tompkins, 2000) B. Monitoring Students’ Progress There are several ways teachers can keep track of student achievement: 1. Observations—Focus on literacy, not behavior 2. Anecdotal notes—quickly jotted notes 3. Conferences: a) On-the-spot: Brief, approximately 1 minute, at student’s desk b) Planning: Scheduled with student ahead of time to discuss concepts, vocabulary, or writing c) Revising: Discuss rough draft and make suggestions to revise d) Book Discussion: Discussion of currently read book e) Editing: Correct mechanical errors in writing f) Evaluation: Discuss growth, reflect on goals met 4. Checklists-Criteria students are expected to meet (students know criteria before completing assignment) C. Evaluating There...
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...loans, financing automobiles and homes, and the use of insurance for protecting one’s family and property. WEEK 1 - TOPIC 1: PERSONAL FINANCIAL PLANNING Objectives List the five steps in the personal financial planning process. Summarize what influences personal financial planning. Identify parts of a financial plan. Materials READING: Read Ch. 1 of Personal finance - Personal Financial Planning in Action: Developing a Personal Financial Plan. SUPPLEMENT: Appendix A: How to Install Quick Time Movie Player SUPPLEMENT: Appendix B: Personal Financial Planning Worksheet WEB LINK: Decision to Own a Home vs. Rent Video SUPPLEMENT: Video Transcript - Decision to Own a Home vs. Rent Assessment Please see instructor's syllabus for details on assignments. Participation/Discussion Questions WEEK 2 - TOPIC 1: MONEY MANAGEMENT Objectives Describe how to organize and prepare personal financial statements. Identify cash management products and services. Complete a personal cash flow statement. Materials READING: Read Ch. 2 of Personal finance - Money Management Strategy and Skills: Putting Your Financial House in Order. READING: Read Ch. 4 of Personal finance - Managing Your Cash and Savings: Cash Management Strategies. WEB LINK: Toolwire® Student Resources Page TOOLWIRE: Toolwire® Learnscape: Understanding Effective Money Management SUPPLEMENT: Mary's Balance Sheet WEB LINK: Home...
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...Linking Assessment and Instruction for Students with Disabilities Final Exam Study Guide Information of each of these topics can be found in the notes, textbook, class handouts, and presentation handouts Introduction to Assessment and the Law – Chapter 1 Define and identify examples of formative and summative assessment * Formative assessment * On going evaluation * Less formal * Used to adjust and monitor progress * Summative assessment * Evaluation at the end of a unit/ year * More formal * Assess student competency with a unit Identify and apply the 6 principles of IDEA * Procedural Due Process * Zero Reject * To include all students * Nondiscriminatory * To determine whether a student has a disability * The nature of special education and related services * Appropriate Education * To provide benefit and progress toward outcomes by following the IDEA process * Least restrictive environment * To ensure IEP outcomes by ensuring access to general education curriculum, extracurricular, and other activities * Parent and Student Participation Identify the impact of ESEA/NCLB on schools * Accountablility fro results * School safety * Parental choice * Teacher quality * Scientific based methods of teaching evidence based practices * Local flexibility * Standards-based education * Current * performance ...
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...EDUC-6705R-2 Foundations of Reading & Lit December 8, 2013 Student assessment of cognitive and Non-cognitive affects for literacy development Abstract Assessments are a very valuable tool for teachers. In the past, I have only given cognitive tests and used that data. Using a non-cognitive assessment opened up the door to a new pathway for me. I can use this data to assist me in motivating struggling students to read. Utilizing the data from both types of assessments, conferencing with students, and learning about their home life will allow me to use appropriate strategies for them to be successful. . Student assessment of cognitive and non-cognitive affects for literacy development What influences a child to become a successful learner? How can I motivate my students? What approaches should I take? What are the attitudes students have towards learning? Assessments help me identify these answers to these questions and help me understand students academically, as well as, socially. I also have to consider the students home life. How involved are the parents and siblings with this student. The answers to these questions will help me determine the direction I will need to go in order for my students...
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...Module Study Guide Information and Communication Technology The Claude Littner Business School The Claude Littner Business School Information and Communication Technology Module Study Guide |Module Code |BA40019E | |Level |4 | |Credits |20 | AY2014-2015 Version No 1 © UWL 2014 Location/Paragon Information and Communication Technology Module Study Guide |Contents |Page No. | |Module Leader and Teaching Team Details…………………… 4 | | | | | |Facts and figures | | | | | |Section A Overview and Content | | |1 Welcome and Introduction to the Module………6 ...
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