Shared theories
Understandings, beliefs, and goals shared by providers and teachers were a feature of all the
core studies but absent in one of the supplementary studies that had no impact on student
outcomes. In addition (in those studies that reported this issue), mutual understandings of
theoretical principles were negotiated between researchers and/or providers and teachers in
ways that allowed teachers to translate theory into practice. This negotiation of meaning was
consistent with the idea that teachers need to develop theoretical knowledge on which to base
their practice, rather than simply comply with a set of practices that have been predetermined
by researchers or providers. McNaughton et al. (2004) describe the iterative process of forming,
testing, and refining theories through critical discussion about teaching and learning needs.
This was seen as a collaborative process in which understandings were mediated and shaped
by the theories of both researcher and teacher.
'Teachers are adult learners with considerable practical experience and professional knowledge
and the evidence suggests that they rarely accept new or alternative theories without convincing
evidence that they are relevant and worthwhile'. Interesting since we are always pushing new learning on students often without considering whether they are interested or want to engage in the learning. I believe WALTs and success criteria and setting the scene prior to learning is so very beneficial to final outcomes
(94)
8.2.2.3 Multiple uses of assessment
Assessments provide teachers with information that can help them understand student learning
needs. In the literacy studies, assessment information was used variously to determine the
content of the professional development, to provide evidence of scope for alternative practices,
to test the effectiveness of teaching practices for particular students, and as a catalyst for
teachers to engage in professional development. ( 96)
'In all these interventions, teachers were encouraged to move beyond using assessment data
to group and label students, and to use it instead as the basis for identifying alternative
practices, based on different theoretical principles, that could better meet the specifi c needs of
their students.' In my research project I am looking at the use of seen and unseen text for reading assessment - I have a suspicion that running records are now being used more for collecting data than for becoming informed about children's reading behaviours.
Box 8.8. The importance of accuracy in the use of assessment tools
This study explored how teachers’ knowledge of students’ needs impacted on their decision making
and how this affected student achievement. The study tracked nine students, seven of whom made
accelerated progress. The importance of correct administration and use of assessment tools was
highlighted when one teacher used running records for two of her students with accuracy rates
well below the 90% required to establish an appropriate instructional reading level.
[The] two students, while showing growth in critical knowledge and skills, remained on the
same level throughout the study. In reviewing the baseline data, the researcher discovered the
teacher had not calculated the accuracy levels on the running records correctly and had these
students reading from texts that were in the frustration level. Her understanding of the purpose
of the running record and all its components was not clear, and therefore, her application was
incomplete. Her misapplication resulted in less focused instruction and had a clear impact on
student learning (p. 282).Teacher Professional Learning and Development Best Evidence Synthesis Iteration 147
Both students failed to make adequate progress in reading because the incorrect text level was
identified from the initial assessment. These students were still reading the same level after 12
weeks of instruction, but seven peers who were placed at the correct instructional level made
between six months’ and two years’ gain in reading level over the same period.'
I have always believed it is so important to shift children through the levels by monitoring closely their reading behaviours. Children become bored and will habituate bad reading habits - I have found that when they do not have expectations of increased outcomes they start thinking of themselves as poor readers and tend to exhibit the habits associated with that expectation. Carefully choosing reading material and matching it to their interests is so crucial for our struggling disinterested boy readers.
Understandings, beliefs, and goals shared by providers and teachers were a feature of all the
core studies but absent in one of the supplementary studies that had no impact on student
outcomes. In addition (in those studies that reported this issue), mutual understandings of
theoretical principles were negotiated between researchers and/or providers and teachers in
ways that allowed teachers to translate theory into practice. This negotiation of meaning was
consistent with the idea that teachers need to develop theoretical knowledge on which to base
their practice, rather than simply comply with a set of practices that have been predetermined
by researchers or providers. McNaughton et al. (2004) describe the iterative process of forming,
testing, and refining theories through critical discussion about teaching and learning needs.
This was seen as a collaborative process in which understandings were mediated and shaped
by the theories of both researcher and teacher.
'Teachers are adult learners with considerable practical experience and professional knowledge
and the evidence suggests that they rarely accept new or alternative theories without convincing
evidence that they are relevant and worthwhile'. Interesting since we are always pushing new learning on students often without considering whether they are interested or want to engage in the learning. I believe WALTs and success criteria and setting the scene prior to learning is so very beneficial to final outcomes
(94)
8.2.2.3 Multiple uses of assessment
Assessments provide teachers with information that can help them understand student learning
needs. In the literacy studies, assessment information was used variously to determine the
content of the professional development, to provide evidence of scope for alternative practices,
to test the effectiveness of teaching practices for particular students, and as a catalyst for
teachers to engage in professional development. ( 96)
'In all these interventions, teachers were encouraged to move beyond using assessment data
to group and label students, and to use it instead as the basis for identifying alternative
practices, based on different theoretical principles, that could better meet the specifi c needs of
their students.' In my research project I am looking at the use of seen and unseen text for reading assessment - I have a suspicion that running records are now being used more for collecting data than for becoming informed about children's reading behaviours.
Box 8.8. The importance of accuracy in the use of assessment tools
This study explored how teachers’ knowledge of students’ needs impacted on their decision making
and how this affected student achievement. The study tracked nine students, seven of whom made
accelerated progress. The importance of correct administration and use of assessment tools was
highlighted when one teacher used running records for two of her students with accuracy rates
well below the 90% required to establish an appropriate instructional reading level.
[The] two students, while showing growth in critical knowledge and skills, remained on the
same level throughout the study. In reviewing the baseline data, the researcher discovered the
teacher had not calculated the accuracy levels on the running records correctly and had these
students reading from texts that were in the frustration level. Her understanding of the purpose
of the running record and all its components was not clear, and therefore, her application was
incomplete. Her misapplication resulted in less focused instruction and had a clear impact on
student learning (p. 282).Teacher Professional Learning and Development Best Evidence Synthesis Iteration 147
Both students failed to make adequate progress in reading because the incorrect text level was
identified from the initial assessment. These students were still reading the same level after 12
weeks of instruction, but seven peers who were placed at the correct instructional level made
between six months’ and two years’ gain in reading level over the same period.'
I have always believed it is so important to shift children through the levels by monitoring closely their reading behaviours. Children become bored and will habituate bad reading habits - I have found that when they do not have expectations of increased outcomes they start thinking of themselves as poor readers and tend to exhibit the habits associated with that expectation. Carefully choosing reading material and matching it to their interests is so crucial for our struggling disinterested boy readers.
