Comments on: Most Popular Posts http://www.oregoncec.org/2009/10/05/most-popular-posts/ For Oregonian Special Educators Mon, 03 May 2010 20:19:14 -0400 http://wordpress.org/?v=2.8 hourly 1 By: Mark Pennington http://www.oregoncec.org/2009/10/05/most-popular-posts/comment-page-1/#comment-271 Mark Pennington Sun, 18 Oct 2009 02:55:37 +0000 http://www.oregoncec.org/?p=226#comment-271 Diagnostic assessments are essential instructional tools for effective English-language Arts and reading teachers. However, many teachers resist using these tools because they can be time-consuming to administer, grade, record, and analyze. Some teachers avoid diagnostic assessments because these teachers exclusively focus on grade-level standards-based instruction or believe that remediation is (or was) the job of some other teacher. To be honest, some teachers resist diagnostic assessments because the data might induce them to differentiate instruction—a daunting task for any teacher. And some teachers resist diagnostic assessments because they fear that the data will be used by administrators to hold them accountable for individual student progress. Check out ten criteria for effective diagnostic ELA/reading assessments at http://penningtonpublishing.com/blog/reading/ten-criteria-for-effective-elareading-diagnostic-assessments/ and download free whole-class comprehensive consonant and vowel phonics assessments, three sight word assessments, a spelling-pattern assessment, a multi-level fluency assessment, six phonemic awareness assessments, a grammar assessment, and a mechanics assessment from the right column of this informative article. Diagnostic assessments are essential instructional tools for effective English-language Arts and reading teachers. However, many teachers resist using these tools because they can be time-consuming to administer, grade, record, and analyze. Some teachers avoid diagnostic assessments because these teachers exclusively focus on grade-level standards-based instruction or believe that remediation is (or was) the job of some other teacher. To be honest, some teachers resist diagnostic assessments because the data might induce them to differentiate instruction—a daunting task for any teacher. And some teachers resist diagnostic assessments because they fear that the data will be used by administrators to hold them accountable for individual student progress. Check out ten criteria for effective diagnostic ELA/reading assessments at http://penningtonpublishing.com/blog/reading/ten-criteria-for-effective-elareading-diagnostic-assessments/ and download free whole-class comprehensive consonant and vowel phonics assessments, three sight word assessments, a spelling-pattern assessment, a multi-level fluency assessment, six phonemic awareness assessments, a grammar assessment, and a mechanics assessment from the right column of this informative article.

]]> By: admin http://www.oregoncec.org/2009/10/05/most-popular-posts/comment-page-1/#comment-264 admin Thu, 08 Oct 2009 23:04:57 +0000 http://www.oregoncec.org/?p=226#comment-264 Thanks Steve, it is good to be here and we are glad you are here too! --Larry @ Oregon CEC Thanks Steve, it is good to be here and we are glad you are here too!

–Larry @ Oregon CEC

]]> By: Steve Isaacson http://www.oregoncec.org/2009/10/05/most-popular-posts/comment-page-1/#comment-262 Steve Isaacson Wed, 07 Oct 2009 17:46:09 +0000 http://www.oregoncec.org/?p=226#comment-262 It's nice to see that our state CEC is active again and has a web presence. It’s nice to see that our state CEC is active again and has a web presence.

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