When policy planners are putting together a plan for developing reading and writing assessment, they are naturally going to need multiple types of artifacts in order to yield a complete picture of each student’s progress (Ludwig 2003). This is particularly true when dealing with students in the primary grades, because they are often far from sophisticated in their interpersonal communication, which means that gaining an accurate picture can be even more difficult than it is in secondary grades (Yelland, Lee, O’Rourke & Harrison 2008). Teachers are taking on a number of different strategies to integrate the newest technologies into classroom instruction (Royalty Free Stock Photography n.d.) and while such ideas as the iPad and other tablets are fun and increase student engagement, they can introduce a whole new series of challenges in literacy instruction, beginning with classroom management and continuing into all sorts of off-task activity. The best way for a group of planners to develop a comprehensive strategy is to ensure that all of the skills are addressed in that strategy and that a variety of assessments allows the various gifts of each student to emerge (Adoniou 2015).
Many planners think that putting together a list of hefty standards is enough to ensure that students get the instruction that they need in the classroom. However, a set of learning standards is akin to a platform that a political party adopts at a convention. After the convention has passed, and after the election has taken place, a lot of the time this platform gets put away into a binder and then never again sees the light of day. The same is true for a set of teaching standards that a group of curriculum writers meets to assemble. In some schools, teachers go over this set of standards at the beginning of the year and talk about putting together an instructional calendar, but then they do not make meaningful progress toward gains in student literacy (Hosking 2015). It is important for teachers to be able to develop a suite of assessment strategies that will help drive learning for students.
One successful for approach when it comes to helping students improve their writing involves a combination of inquiry journals, developing a writing portfolio and individual conferencing (ACARA 2014a). In this combination, students write in response to a number of different inquiry topics in their journals, and then they periodically sit down with teachers and discuss, one on one, the progress they are making in their writing. This is infinitely more helpful than simply writing comments down in the journal and passing them back to the students. In many cases, students simply do not read the comments that their teachers provide, and if they do read them and do not understand them, they are unlikely to ask for assistance in understanding them. Meaningful interaction between student and teacher is a must for improved writing instruction (EdChatTV 2013). After going through this conferencing process, it is helpful for teachers to complete a checklisting process on the basis of the region’s writing standards to help stakeholders see, how students are progressing in their writing.
A similar balance is necessary when it comes to develop a reading instruction system as well. Simply focusing on one type of assessment will leave students who just do not test well in that particular area (Tompkins, Campbell & Green 2012). Fluency checks are a must in a primary classroom so that students can take part in activities (and in instructional assessments) that are calibrated to where they currently sit as far as lexiles go (Dreher 2012). However, it is important to conduct miscue analysis to see not just what mistakes the students are making but what those mistakes tell us about where the students actually are in their reading. Also, given the growth in multicultural student populations, ensuring that there are readings available to engage students from different backgrounds is essential (Healy 2008). If a student is not interested in the text placed before him, he will not show the same sort of ability that he otherwise would, and the assessment will not be accurate.
In short, a balanced approach comprised of a number of different instructional strategies is vital when developing the best sort of writing and reading instruction.
References
Australian Curriculum Assessment and Reporting Authority [ACARA]. (2014a). Year 4
work sample portfolio: Satisfactory. Australian Curriculum: English. Retrieved from http://www.acara.edu.au/curriculum/worksamples/Year_4_English_Portfolio_Satisfactory.pdf
Adoniou, M. (2015). Good grammar and spelling – are they enough to guarantee good
teaching? The Conversation. Retrieved from https://theconversation.com/good-grammar-and-spelling-are-they-enough-to-guarantee-good-teaching-43604
Dreher, K. (2012). Tests, testing times and literacy teaching. Australian journal of language
and literacy, 35(3), 334-352.
EdChatTV. (2013, August 6). Teachers TV: Assessing writing [video file]. Retrieved from
https://www.youtube.com/watch?v=uUohb00Wul4
Education Services Australia [ESA]. (n.d.). Teaching AC English: Interpreting evaluative
language [video file]. Retrieved from http://www.teachingacenglish.edu.au/differentiation/reading/diff-reading-interpreting-evaluative-language-year3.html
Hosking, W. (2015). Lament over standards as aspiring teachers flop literacy. The Herald
Sun. Retrieved from http://www.heraldsun.com.au/news/lament-over-standards-as-aspiring-teachers-flop-literacy/news-story/7688396eea0390bb56421c6a851a1284?=
Ludwig, C. (2003). Making sense of literacy. Newsletter of the Australian Literacy
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Royalty Free Stock Photography. Teacher helping elementary school pupil use digital
tablet [image]. Retrieved from http://www.shutterstock.com/pic-342056417/stock-photo-teacher-helping-elementary-school-pupil-use-digital-tablet.html?src=KAxZn_REA-44G1ZEh-YELw-1-3
Seely Flint, A., Kitson, L., Lowe, K., & Shaw, K. (2014) Literacy in Australia: Pedagogies
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Tompkins, G., Campbell, R., & Green, D. (2012). Literacy for the 21st century: A balanced
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Yelland, N., Lee, L., O'Rourke, M., & Harrison, C. (2008). Rethinking learning in early
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