BOX F-8 Learning Outcomes for Integrated Reading 3

  • Analyze and apply learning theory in designing and implementing literacy instruction.

  • Assess literacy development of intermediate students and prescribe appropriate teaching strategies.

  • Use knowledge of writing workshop and reading workshop strategies and implement workshops in the intermediate classroom.

  • Evaluate text and trade books for use with intermediate learners.

  • Integrate technology to enhance the writing process in the classroom.

  • Show refined communication skills to support professional growth.

  • Demonstrate knowledge of classroom research with understanding of the dynamics of the classroom and of how to improve practice.

Assessment of Learning Outcome 2:

Assess literacy development of intermediate students and prescribe appropriate teaching strategies.

To assess mastery of the second outcome, students are asked to develop and use a rubric to assess actual intermediate-grade writing samples. Students analyze writing samples for strengths and weaknesses, and plan appropriate teaching strategies based on that analysis. Students then collaborate in formulating a teaching plan. Finally, they evaluate their own efforts on each component of the task.

Successful performance in this assessment depends on satisfying four criteria: (1) assessing the developmental level of the learner’s performance and providing sufficient evidence to support the judgment, (2) diagnosing areas requiring attention/instruction and providing an appropriate teaching plan, (3) contributing to the group discussion of the process, and (4) assessing one’s own performance on all components of the task.

Each of these four criteria is mapped to one or more of the education abilities at a specified level of performance (e.g., Diagnosis at level 5, Coordination at level 5) and noted as such in the course syllabus. Hence, assessment criteria are always publicized, and the paths connecting particular concrete activity and general abstract ability can be easily traced. Assessments and their links are reviewed on an ongoing basis by interdisciplinary teams. Similar assessments and sets of criteria exist for each level of outcome for each of the abilities.

SOURCE: Adapted from Alverno College Institute (1996:7).

completed a liberal arts baccalaureate degree” (Diez, 1999:41). The abilities emerged from faculty discussions focused on such questions as: What should a woman educated in liberal arts be able to do with her knowledge? How does the curriculum provide coherent and developmental support to her learning? What counts as evidence that a student has achieved the expectations of the degree, the major, and the professional preparation? Once the abilities were defined, the discussions centered on pedagogical, developmental, and measurement ques-



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