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Permalink Reply by Ken on May 13, 2008 at 2:59pm

When I taught in a middle school in the city, we were developing a writing portfolio form of assessment. It was a tough go, because we had just made a major jump into using rubrics for assessing writing and then wanted to use that as a way to assess their overall progress through the year. We used the citywide or state test as a basis for the reading assessment. That alone was the contributing factor to student success in reading. If they scored a one or a two, then running records were required to determine their placement in summer school or not.

I wonder if the district feels that the continual "record" of reading ability from the state assessments fills this void.

I didn't really answer your question very well....but...

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Permalink Reply by Cathy Duffy on May 13, 2008 at 3:06pm

So I guess your school used the portfolio as an assessment for writing only and used a separate assessment for reading?

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Permalink Reply by Ken on May 13, 2008 at 3:12pm

That was the main focus. Before the state exams went 3-8, the city tested reading with citywide mulitple choice exams. This was considered the definitive reading assessment for the 3, 5, 6, and 7th graders. The writing portfolio was used to supplement an ELA grade and overall scope for those years that were lacking a writing part of the test.

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