Assessing the Invisible

Reading is a personal, internal process that so often happens at the edge our of thinking. Even as advanced readers, adults don’t usually stop and think – I just made a prediction or I am visualizing this scene.  We just do.  As young readers learn reading strategies and skills they approximate, attempt and try to integrate new strategies into their reading. It is almost impossible to capture that in authentic ways to assess their true learning. Instead, we often rely on external measures to evaluate this internal process.  Running records, fluency rating scales, comprehension question can measure the outcomes of reading, but how do we get a clear understanding of each reader’s thought process?

  1. Conference and Observation NotesI am often more interested in what a reader is doing, instead of not doing.  Every conference I start with “What are you working on as a reader?”  The closer a reader can get to articulating a reading strategy and showing me how they applied that, the clearer I can see the thinking.  In the beginning of the year I teach my readers how to start a conference and how to access our reading strategies.  If they have the language to share their thinking out loud, they are beginning to internalize reading habits.img_2928
  2. Video Snapshot – Toward the end of our unit I asked each student to record a strategy they feel is becoming a habit from our anchor charts in the classroom or their individual strategy cards.

    As I conferred with each reader, I video recorded their thinking.  I asked prompting questions to get more information, but did not teach toward the strategy.  This performance task evaluated if a student could identify and apply a strategy, articulate the thinking, and use it to successfully read the text.  Check out a short example here

  3. Written Reflection – At the end of our reading unit, I asked each reader to take the strategies they felt were becoming good reading habits and write about them.  I wanted to see how much of the strategy they could internalize outside the context of applying it to a text.  Some readers could say why the strategies were helpful, others just regurgitated what was already written down.  Their varying levels of sophistication demonstrated how much learning they internalized.

    Combining these techniques with more traditional running records and comprehension questions provides a clearer snapshot into each reader’s thinking.  Is is difficult at best to know what any elementary aged student is thinking, but encouraging children to articulate their thoughts orally and in writing helps to both document their learning and develop more reflective practices when learning to read.


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