Description

topic Question: Which types of assessments are more reliable when evaluating elementary children’s language and literacy? This paper is being done in stages, the first stage was to come up with a topic questions, the second stage was to write an annotated bibliography using 8 different sources, I started the annotated bibliography and used 5 sources and I have the rest of the sources. The third stage is to write the first draft of the paper in which I write an introduction, literature review, discussion and a conclusion.1-inch margins on all sides of document 12 Point Times New Roman Font Double-spacing Each page must be numbered in the upper right hand side of the page, except for the cover page All sources must cited in-text and on the reference page using APA format. my class is Language and Literacy in Childhood Education

Annotated Bibliography

Spring, 2020

Annotated Bibliography

Central Question: Which types of assessments are more reliable when evaluating elementary children’s language and literacy acquisition?

Falk, B. (1998). Testing the Way Children Learn: Principles for Valid Literacy Assessments. Language Arts,76(1), 57-66. Retrieved from www.jstor.org/stable/41482938

The author discusses the frustration he experienced when working as a director of an elementary public school. He talks about how standardized test measure what is easy and not what is important. Standardized testing compares students with other students instead of looking at students’ progress which is seen by teachers and school administrators. Moreover, he talks about the connections of assessments to the goals and purposes of learning, how assessments should be a learning experience and how assessments for accountability must also support teaching and learning. Lastly, he also talks about The Elementary Literacy Profile and how some teachers gave enthusiastic responses to it. This source gives a lot of information on the good and the bad of standardized tests which falls under summative assessment, and different ways in which assessments can be done to help teaching and learning. How will you use this in your paper? Who is the audience?

Gambrell, L. B., & Gillis, V., (2007). Assessing children’s motivation for reading and writing. In J. R. Jeanne & R.L. McCormack (Ed.), Classroom literacy assessment: Making sense of what students know and do (pp. 50-59). New York, NY: The Guilford Press.

The authors are addressing the importance of assessing motivation when it comes to reading and writing for children. They discuss literacy motivation across grade levels and gender. They mention the importance of having materials in which students are interested in. They go over different assessment tools for assessing literacy motivation for different grade levels, and the importance of teachers being able to assess and motivate students. This article doesn’t necessarily answer my question, but it helps in developing the beginning of my research paper as it is addressing the importance of assessing children’s literacy motivation. Who is the audience?

Saeed, M., Tahir, H., & Latif, I. (2018). Teachers’ perceptions about the use of classroom assessment techniques in elementary and secondary schools. Bulletin of Education and Research, 40(1), 115-130.

The authors conducted a study in which they identify the most frequently used classroom assessment and assessment techniques. The study was quantitative in nature in which they collected the data from five-point Likert type scale which ranged from strongly disagree to (1) to strongly agree (5). For this study they chose female and male teachers of elementary and secondary public and private schools. and overview of the types of classroom assessment and assessment techniques in which they are conducting the study on is give. For the study they are looking at formative assessment, summative assessment, diagnostic assessment, portfolio assessment, peer assessment and self-assessment. Being that this article is based on a study of different types of assessments, it will help me in answering my central question. Who is the audience?

Tompkins, G. E. (2017). Chapter 3: Assessing Literacy Development. In Literacy for the 21st Century: A Balanced Approach (7th, pp. 68–100). Pearson.

In this chapter the author writes about the effectiveness of assessment in literacy and the different type of assessment and methods teachers use when assessing literacy. The chapter is made up of four different components. First, classroom assessment here the author writes about the four steps which are involve in classroom assessment; planning for assessment, monitoring students’ progress, evaluating and reflecting. Second, diagnostic test, here she writes about how teachers determine students reading levels whether is independent, instructional or frustration. Also, how they assess English language learners whether is through oral language assessment, reading assessment or other alternative assessment. Third, high-stakes testing, here she writes about how teachers prepare for standardized tests, how to go about preparing for these types of testing by making accommodations and lastly the problem with high-stakes testing. The fourth and last component is portfolio assessment. In this last component she talks about how to go about collecting work in portfolios, how it involves students in self-assessment and how teachers go about showcasing their student’s portfolio. This chapter gives a breakdown on literacy assessment and because it discusses the problems with high-stakes testing, it will help me in answering my central question. Who is the audience?

Valencia, S.W. (2007). Inquiry – oriented assessment. In J. R. Jeanne & R.L. McCormack (Ed.), Classroom literacy assessment: Making sense of what students know and do (pp. 3-16). New York, NY: The Guilford Press.

The author talks about different types of assessments, in which they are address as internal assessment and external assessment but within the internal assessment she talks about mandated classroom assessment and teacher-guided classroom assessment. Although both are important, she mentions that the only way to close the gap between students’ present performance and where they should be is through inquiry-oriented assessment, which is what the chapter is about. She explains how to put inquiry-oriented assessment within external assessment, mandated classroom assessment and teacher-guided classroom assessment. Because this chapter discusses both types of assessment it will help me determine which assessment is  best when looking at student’s literacy performance. Who is the audience?

Rest of the Sources

Goodwin, A.P., Petscher, Y., Jones, S., McFadden, S., Reynolds, D., & Lantos, T. (2019). The monster in the classroom: Assessing language to inform instruction. The Reading Teacher, 73(5), 603-616.

Wixson, K., & Valencia, S. (2011). Assessment in RTI: What Teachers and Specialists Need to Know. The Reading Teacher, 64(6), 466-469.

https://s3.amazonaws.com/academia.edu.documents/33730875/Advancing_Academic_Literacy_Through_Teachers_Assessments_0198.pdf?response-content-disposition=inline%3B%20filename%3DAdvancing_Academic_Literacy_Through_Teac.pdf&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=ASIATUSBJ6BANJG34DX3%2F20200515%2Fus-east-1%2Fs3%2Faws4_request&X-Amz-Date=20200515T015720Z&X-Amz-Expires=3600&X-Amz-SignedHeaders=host&X-Amz-Security-Token=IQoJb3JpZ2luX2VjEDkaCXVzLWVhc3QtMSJGMEQCICWMhDkyE%2Bn8sIum5dkBNu5pgsc%2FrLrg%2BICiQaSNMNZ9AiAmQU39xjRE9SolsUdGn%2BGuQ2ppboDljxdWbT4POnNooSq9AwiC%2F%2F%2F%2F%2F%2F%2F%2F%2F%2F8BEAAaDDI1MDMxODgxMTIwMCIMTQ%2F%2BMpLUg8j8ILsSKpEDto1SmuCZj7c0NQWvwTQXcm%2BBIDX33lU9xryemhIcpQlNkYdFL5FwDQPe3wYVSJfc7JnLJdPAFUIEdW7HNfTkoJwwsLmY54dUamJhAuxP1bPiHiLMIFFiQxFv0EBlzQxCaboIAAqcAuvkvt2bsYb%2F2M07QedT3b%2Bj%2FNXMLbR5FEZZpr6YUUoKeOgbQQuyeOcAp3Q8Udh49LP8qem9YP2SMOCdnrAZ4suNJHNdl76k92eiXmp6yPsyIBZLp7IZqjhx1QCX7ppo%2FOz660IXnO4MK0uSovKdkcvJ8LWFB7JzgxuUKQxAQZhY4WKLpXxgBgrmrcgUAOQYJxKa3LZff%2Bi89f7P%2BaMiX3gBkjOFlheg9eQ2Y3hheXmqJZIDxF9ZfRmMEDiEkcV70bDlBagp0BYpL7rs0sXTW5A4m0SIZSz%2ByTGMMUv9r9KTf0FZHSoSUhoJTCaarONqZTdgeeTGIEH8kmbIOUDAJX%2FlDdnKcd%2FFQBt8qYDXCNp5hER1OwywgH5xPXIHDnjSlFR1wHG7fH8WvGgw78739QU67AEqT71Bmq8%2FEMtcas5%2BfmLIoWeWAJGkhwy3ICGCMWUr%2Bm2BgCK8XmskYffEs5VoI%2FR9cGZ4llom25hmCD%2BldleMsD2QW8d5WmhUuzvRnSCalGzjyqNORz1mUQy%2Bg32CnYEdESfFt1a0kmJTwZ4tWQ9bGtYpyVEVT29796SQdZdTGh2JBtEg7zKJYXyZx0Hqwv6iFVne%2FSSUpnF4ds41I8aIQf3xwVa8PNJnkKXoXdJoq2wzAYRZbbB5o%2F%2Bzh48%2Fb8%2BRrj2SuI6D2a2CrhdRDgmRBoQ8S3ykZWvg80KBzm2FpTiIX0oCnSO2w8Ni4Q%3D%3D&X-Amz-Signature=463cff7e77c07d212d036339f99029cc0e52064f1b4ee982568baafdbb3301ba

The purpose of the research paper draft is for me to give you feedback and to help you where I can. This assignment will graded as complete versus incomplete. 

Introduction: The first paragraph of your paper should simply identify (not define) the topic you are going to discuss. In this paragraph, you should state that the topic is important (not explain why) to educators. In a few sentences, you should say in very general terms: why the topic is important for teachers to know about. The introduction should be no more than one paragraph in length and the last sentence should be your thesis statement. The thesis statement is not your research question but the answer to your research question. Most importantly, the introduction should be short and to the point.

Literature Review: In order to answer your central question and topic, you must review at least eight (8) scholarly sources that discuss information relevant to your topic. The literature review is your chance to show that you are familiar with the literature pertinent to your topic of research. The literature review synthesizes sources chosen from the annotated bibliography.

Outline for writing your literature review:

• Before you begin this section, be sure that you have sorted your articles into different themes/topics based on the articles’ findings (sometimes called results). You can three or more themes/topics. After you sort your articles, it is important to give your sorted groups a descriptive name. The names of the sorted articles will become your headings for each of the paragraphs that you write in the body of your review. The body of your literature review will include,

1. Theme/Topic 1:a paragraph or several paragraphs that describe the first theme that you identified and compare, contrast and/or connect the articles you’ve selected.
2. Theme/Topic 2: a paragraph or several paragraphs that describes the second theme that you identified and compare, contrast and/or connect the articles you’ve selected.
3. Theme/Topic 3: a paragraph or several paragraphs that describes the third theme that you identified and compare, contrast and/or connect the articles you’ve selected.

**KEEP IN MIND: The body of the paper:

• should contain empirical evidence and analyses that support the argument you presented in your thesis statement; it should explain clearly why the topic is important to teachers, and give examples of how it pertains to the classroom and/or education in general. It should analyze the issue not simply describe or report it.The body of your paper must contain several citations.
• The first few paragraphs after the introduction should begin with definitions of the important technical terminology and theories of language and/or literacy that the reader will need in order to understand your paper. “Theories and Definitions” could be the first theme of the Literature Review. Remember that your audience should be your classmates, who have approximately the same level of knowledge you had prior to reading the research. Additional definitions should be given throughout the paper as necessary.

Discussion: The Discussion should reflect on how your research into this topic has influenced (changed or reinforced) your ideas about teaching or the subject matter. You should interpret/critique and describe the significance of your findings in light of what was already known about the topic being investigated. In other words, what do you think the findings from the literature review mean?

1. Start off by restating your research question and topic and whether your research from the literature review supports your thesis or not.
2. Next, make connections to your research.

• Explain possible reasons/explanations for your findings. Are the findings important? Why/why not?
• Then mention two or three key details that support or reject your hypothesis. These details could come from your field observations, readings from class or other classes, conversations with teachers, life experiences, etc.
  • [You should not give new explanations or analyses of the issue. All citations made in the conclusion must have already been cited in the body of the paper.] Cite sources when referring back to information previously addressed.

Conclusion: In the conclusion you should draw things together and close the paper in a thoughtful way. Give the “take-home message” you want the reader to remember. Present the bottom line message, point, value of the research. The conclusion should be at least one paragraph, but no more than two paragraphs. It should contain the topic and thesis statement, a brief summary of your arguments, a reflection of your learning, and state again that the issue is important (not explain why – you already did this in the body).