Unlike
other reading assessment tools, STEP gives teachers fine - grained information so they can tailor reading instruction to each student.
Not exact matches
For example, using the Baseball Card, which is an ad - hoc reporting
tool available in ADMS and Unify, we can look at how students performed on high - stakes tests, district benchmark
assessments, and
other measures including the SAT,
reading comprehension, and course grades.
Unlike many
other Spanish oral
reading assessments, these
tools were not translated from English passages; nor were they based on a model of English
reading development.
Her expertise revolves around areas of curriculum and instruction, such as implementation of the ELA Common Core State Standards or
other standards - based curricula; backward design; differentiated
tools, strategies, and
assessments; pre -, formative, self -, and summative
assessments; writing instruction and
assessment; unit and yearlong curriculum maps; text - dependent questions; and engaging instructional strategies that facilitate close
reading.
Although the focus of this workshop is math, you will also learn many
other interactive activities that meet core requirements;
reading strategies with connections to relevant fiction and non-fiction books are spread throughout the activities; technology connections expose students to software applications, imaging
tools, and internet resources; differentiated instruction helps you reach students with varying needs and talents; and improved and expanded
assessment opportunities are closely aligned with clear objectives.
Principals will discover strategies for improving
reading programs based on the six truths of
reading instruction, comprehensive strategies, and
other beneficial
assessment tools.
Bair continues, «
Other assessment tools apply grade - based caps — for example, we can't give a kindergarten student the first - grade Idaho
Reading Indicator (IRI)
assessment.
Find out how well you
read others» emotions with the Well quiz, based on an
assessment tool developed by University of Cambridge professor Simon Baron - Cohen.