Chapter+8


 * "What Do I Do with All These Sticky Notes?" - Assessment That Drives Instruction**


 * Teachers Care About Tests, Too **
 * Teachers need to be able to see if their students are improving as readers.
 * The assessment should tell what students are doing well and what they need to improve.
 *  Assessment should inform teaching.
 * Assessments should be ongoing and purposeful.
 * Students should get multiple opportunities to demonstrate thinking.
 * Inert knowledge - Knowledge that students only remember when directly quizzed. Students don't use this knowledge again after they have been tested.

 Questions to think about:


 * What do the strategies look like as a student's thinking becomes more sophisticated?
 * How do the strategies connect to real-world learning, and how do students use the strategies outside my class?
 * How do I know when a student is ready to have a new strategy introduced?
 * How do the strategies connect to other strategies?

**Starting Points: Goal Setting and Whole-Class Charts** **Assessing Strategy Use:** Activation of Background Knowledge Student Questions of the Text Drawing Conclusions and Making Inferences Monitoring Comprehension and Using Fix-Up Strategies Determining Importance in Text **Conversation Calendars** **Reading Response Logs** **Collecting Reading Response Logs** **File Folder Collection of Work Samples** **Quick Conferences** **Testing What Students Know** **Cris Tovani Blog**
 * Assessment in Context, Strategy by Strategy **
 * There isn’t any “perfect” assessment that will tell all a teacher needs to know.
 * District and Statewide assessments are not very helpful for assessing thinking of students
 * Chapter tests don’t help with testing. They measure finite knowledge, not how students can use the new knowledge.