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SHEILA  W. VALENCIA MARSHA  RIDDLE  BULY Behind test scores: What struggling readers really need 

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SHEILA  W. VALENCIA MARSHA  RIDDLE  BULY Behind test scores: What struggling readers really need 

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one-size instruction will  not fit all children.

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Legacy in education (table of theorists)

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Legacy in education (table of theorists)

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Locke believed that children would develop healthy bodies through rigorous exposure

to the cold and harsh elements, an idea somewhat akin to environmental inoculation. Virtue, Locke believed, in contrast to early views of original sin, would come with self-denial and rational thinking. Physical rewards and punishment were discouraged; they would promote sensuality. Locke cautioned parents to limit their children’s exposure to inappropriate or foolish ideas; such exposure would taint the blank slate, leading to malformation of character. Children would embark on a path to virtue and rationality in an environment where parents and teachers would model proper behaviors and thoughts. Childhood was not about children; it was about forming adult character.

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In his novel Emile (published 1762) Rousseau imagined an alternative to the book learning of traditional education, where children were not admonished to learn, but provided with an environment that supported their emerging interests, where learning — as understanding, not repetition — unfolded naturally (Dent 2005).

Rousseau had a Romantic view of child development: of the purity of childhood and the need for children to develop unhindered. He believed that education ought to be based on what a child is capable of understanding at different stages of development — one of his assertions was that reason did not develop until the age of twelve (!). These views, although not empirically based, foreshadowed developmental ideas that emerged in the field of child psychology (Darling and Nordenbo 2002).

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Shows a variety of types of assessment...
This is helpful because at a glance we have parse out and conceptualise the landscape as a teacher to see clearly about what different types of assessments are for and who they are for.
The effective roles--- identity and motivation--- how assessments pay attention to those thoughts

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Returning to a Dialectic of Theory and Practice

What is your current definition of literacy?

Reflecting on some of the assessments you experienced as a student, what definition of literacy undergirded them? What purpose(s) did they serve?

In light of your experience and reflections, what do you wish to get out of this course? How might that change as your definition of literacy evolves?

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Assessment models always reflect the users definitions of literacy. 

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Assessment models always reflect the users definitions of literacy. 

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-What view of literacy shaped some of those childhood experiences? - Unpack--- reading is X. Smart is X

2. What definitions reflect my hope for literacy and what assessments help reflect that definition for that literacy learning?

The guard against--- to reproduce the kinds of assessments we are familiar with... a form of social reproduction. not helpful for building social inequities.

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Lipson & Wixson (Ch 1) (Ch. 2): Theoretical Perspectives on Assessment

cognitive and social perspectives on reading and writing (Ch 1)

Important because we have to think about the framework and perspective
Cognitive---
this shift has been an evolution in the field...
They have an interactive view...
This is important to understand what approach perspective our textbook has.
We have to keep in mind that this is the framework that is being put forward

Social perspective---

interactive view of reading and writing  (Ch 1)

skilled reading-writing performance (in the interactive view) (Ch. 2)

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Vlach and Burcie: The Label of the Struggling Reader

What reactions were raised for you regarding the narratives of unsuccessful readers like Brenda and Jocalyn?

This is to alert us that assessment is attached to these narratives.
being a "good" and a "bad" writer....
These narratives of being a good student or good reader have a lot to do with our student's evolution as literacy learners.

What role does instruction and assessment play in upholding and/or shifting this narrative?

What would it mean to develop equitable reading communities?

Sometimes we think of specific learners and specific types of growth... What does it mean for groups?
What does it mean for marginalized group? What does it mean for our classroom as an equitable community...