Assessing comprehension: A classroom-based process Free Essay Example

To assess reading comprehension, most schools in the United States turn to standardized tests for results but one Wisconsin school district developed a comprehensive, classroom-based assessment process that can supplement standardized tests. In this article, Fiene and McMahon states that"Much can be learned about student comprehension from observation in the classroom. This information can and should be used to supplement standardized scores." They point out that most teachers and administrators tend to rely on standardized scores alone to assess students’ growth in reading comprehension. However, multiple-choice standardized tests yield limited results to be used as teachers’ basis on each student's needs.

This classroom-based assessment process involves the use of student written works or portfolios to gain insight on essential reading comprehension skills such as thinking-while-reading skills, questioning or critical thinking skills, creating discussions in a “book club” setting, and organizing text information with the use of a graphic organizer. The students' written works also revealed their strengths and weaknesses, which makes the teaching-learning process more effective and efficient.

The authors have helpfully included samples of their Comprehension Assessment Summary Sheet, Graphic Organizer, Case Sticky Notes, and Journal samples in their article.

To prove their thesis, the authors presented three cases, all of which under Kelly Kreugers' fourth grade reading class in Wisconsin. Kelly uses sticky notes to gain insight on the students' comprehension processes while reading. Students can write down raw ideas and thoughts from the text they are reading. Through this technique, she learns that Melissa (Case 1) engages in multiple facets of comprehension such as questioning the text, making connections to other texts and herself, and disclosing her ability to interpret a picture. Most importantly, Kelly learns that Melissa needs more support in drawing inferences. Kelly would not have known all this through a standardized test alone.

Another one of the cases presented was Erin's (Case 2). Erin's insights that were written on the sticky notes show that her thinking was not consistent or typical. Erin has, in fact, revealed new comprehension strategies and her potential. She also communicates to Kelly, via sticky note, where she needs support – which is in making inferences. Again, a standardized test alone could not have clearly shown Kelly this information.

Kelly assigned a research paper to her fourth grade class. Justin, her student and Case 3, researched and wrote a paper on a famous personality of his choice. Justin’s paper revealed that revealed that he needed to develop his interpretive comprehension skills. Through remedial sessions, Kelly was able to support him individually and develop his interpretive comprehension of texts he reads.

Through these three students, Kelly was able to extract essential details about their strengths, weaknesses, and needs. She had gained clearer understanding of her students' reading and listening comprehension skills. Standardized tests were not sufficient indicators of students' reading and listening comprehension because they do not provide teachers a clear view of a student's growth since these vary. These, too, cannot be used as precise guides to address specific needs of the learners, according to Fiene and McMahon.

The article reveals a side to our educational system I have never given much thought to: the tests we know today, such as the multiple-choice standardized exam in reading, can be very limiting. I was reminded that as educators, we should not confine each learner in that box the standardize test scores may have created. I agree that standardized tests in reading may not be fully reliable if the instructor wants to find out other aspects of comprehension beyond the literal. The traditional classroom with a student-teacher ratio of at least 35:1 may not be a welcoming set up for this process but a good teacher can always modify this to fit. At some level, reading teachers are actually applying some of the tools of this process: student work (journal/portfolio entries) and class discussions. These provide us with deeper insights from our students. I am excited about the idea of using a Graphic Organizer in the event that I teach English to the grade school. The Book Club discussion presented in the article reminds of the circle/meeting time we have in our preschool. The students are free to speak their minds about a story that Teacher has read to them while Teacher facilitates this discussion.

I found this article very inspiring as it poses a very important challenge -- how can we precisely assess our students in reading so that we can address each of their needs? This process reveals each student's strengths, weaknesses, learning styles and needs. The students become more transparent through these tools. In sum, the article has taught me that for optimal effectiveness of instruction, a teacher must able to precisely assess her students to address the students' needs fully.