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- TOBAGO WORKSHOP 2014
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- New-Student Assessment with Boys-What Works
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- DAY 1-INTRODUCTION AND DATA LITERACY
- DAY 2-EXPLORING THEORY & WHOLE SCHOOL APPROACHES
- DAY 3-SOCIOCULTURAL & PEDAGOGIC INFLUENCES/INDIVIDUALS WHO STRUGGLE
- DAY 4 - HELPING BOYS READ & WRITE
- DAY 5-MANAGING MASCULINITIES
- TOBAGO WORKSHOP 2013
- Programme Schedule
- Group Activities & Support
- National Assessments & Public Examinations
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- First Steps-Formative Assessment
- Giving Formative Feedback
- Informal Formative Assessment
- Reorganizing Your Class for Formative Assessment
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New-Student Assessment with Boys-What Works
Do assessments matter in gendered achievement?
We did not cover assessment in the Tobago workshop in 2013 because student assessment was the two week workshop in 2013.
We include some work here in response to brief discussions and for future wokshops elsewhere.
Do boys do some assessments differently?
For sure, Nancy Cole's analysis of 1997 on various large-scale assessments confirmed that to be true. Our work in 2012 confirms that the change of item fornat in 2001 infleuned the size and direction of gender differences.
Here are the patterns to expect
- Boy's generally do better on MCQs
- Girls do better on Constructed Response and Performance Assessments
- Boys do less well on Continuous Assessments and School Based Assessments
We believe that test developers must consider these differences when using assessment for high stakes.
Teachers must also consider these issues when engaging boys in the classroom.
What is the effect of the new CAC on boys engagement and performance? Do some low achieving boys become disengaged from the process approach to writing? How can they be helped.
Screening or formative assessments?
We believe that screening students before exposure to instruction in order to remediate or place students is not the best idea in Trinidad and Tobago.
This is because diagnosis and remediation is absent at most levels; consequently, many temporary deficits are not addressed at all and are cmpounded and crystallized over time.
Additonally, deficit discourses are common and teachers (as well as some politicians and prominent people) freely label others. Labels shape expectations and act as a guide for (mis)behaviour.
Improper and early screening can result in mis-identifying students and failing to pay attention to students who really need specialist help.
Our advice?
Follow closely the special education process of the student support services in Trinidad and Tobago. Remember the RTI philosophy which is data focused and assessment alert but emphasizes high quality teaching.
We recommend that you use formative assessments and running records in differentiated learning. These provide measures of progress, are motivating to the students, and assess through multiple measures.
What to read
Reading Success for All Students: Using Formative Assessment to Guide Instruction and Intervention
About the Book v
About the Author vi
Introduction 1
CHAPTER 1 Early Reading 9
CHAPTER 2 Phonics 41
CHAPTER 3 High-Frequency Words 85
CHAPTER 4 Syllabic and Morphemic Analysis 99
CHAPTER 5 Spelling 117
CHAPTER 6 Fluency 123
CHAPTER 7 Vocabulary 137
CHAPTER 8 Comprehension 161
APPENDIX: Bas
Helping boys succeed on SBA
Firstly get to know the work and thinkers in the area. Tackle the deficit, not by being negative but providing the organizational and time management skills needed.
The work of Janette Elwood
How Teacher Expectations and Student Labelling Works
Rubie-Davies, C. (2009). Teacher expectations and labelling. In L. J. Saha and A. G. Dworkin (Eds.).International handbook of research on teachers and teaching, 21, 5, 695-707.
Read the work of Christine Rubie-Davies
