Integrated Learning Assessment – Three Part Biology Assessment

The Integrated Learning Assessment (ILA) measures secondary student engagement and use of metacognitive and comprehension-supporting routines that help students to become self-monitoring and self-governing readers of science texts. The ILA also measures student achievement in this subject area and in literacy.

As a performance-based assessment, the ILA integrates CRESST’s work on model-based assessment and explanation tasks with Reading Apprenticeship’s curriculum-embedded reading assessment, the CERA. Students read a set of complex, grade-level science texts, describe their reading and thinking processes, answer a set of comprehension questions, and do some writing on a topic that integrates information from these texts into a coherent essay. Scoring is based on a rubric and attends to students’ comprehension and conceptual understanding, and to students’ literacy and scientific thinking and discourse processes.

ILA research tools include subject-related assessments and scoring guidance.

Integrated Learning Assessment also available for history.

This Integrated Learning Assessment (ILA) measures secondary student engagement and use of metacognitive and comprehension-supporting routines that help students to become self-monitoring and self-governing readers of history texts. The ILA also measures student achievement in this subject area and in literacy.

As a performance-based assessment, the ILA integrates CRESST’s work on model-based assessment and explanation tasks with Reading Apprenticeship’s curriculum-embedded reading assessment, the CERA. Students read a set of complex, grade-level history texts, describe their reading and thinking processes, answer a set of comprehension questions, and do some writing on a topic that integrates information from these texts into a coherent essay. Scoring is based on a rubric and attends to students’ comprehension and conceptual understanding, and to students’ literacy and historical thinking and discourse processes.

ILA research tools include subject-related assessments and scoring guidance.

Integrated Learning Assessment also available for biology.

This survey asks secondary students about classroom practices related to the integration of literacy and biology and also includes items related to students’ engagement, motivation, and perceptions of themselves as readers and learners.

Four key constructs related to learning opportunities are assessed by the survey:

• class emphasis on reading in biology
• integration of biology and literacy activity
• persistence/motivation in class
• self-efficacy, interests, and confidence

A version of this survey is available for history students.

This survey asks secondary students about classroom practices related to the integration of literacy and history and also includes items related to students’ engagement, motivation, and perceptions of themselves as readers and learners.

Four key constructs related to learning opportunities are assessed by the survey:

• class emphasis on reading in history
• integration of history and literacy activity
• persistence/motivation in class
• self-efficacy, interests, and confidence

A version of this survey is available for biology students.

This survey is designed to assess secondary teacher practice on six global constructs related to effective integration of literacy instruction with subject area instruction. The six constructs are further divided into sub-constructs reflecting aspects of the apprenticeship model—reading opportunities offered to students; the nature and degree of teacher modeling, guidance, and support; and student opportunities for practice with key reading and discourse routines, tools, strategies, and dispositions.

Six global constructs related to literacy practices are assessed by the survey:

• science reading opportunities
• collaboration
• metacognitive inquiry
• comprehension strategies instruction
• a feature of instruction called “negotiating success”—a focus on designing and modifying instruction and assessment in response to
• student learning needs
• teacher beliefs about reading, learning, and diversity

A version of this survey is available for history teachers.

This survey is designed to assess secondary teacher practice on six global constructs related to effective integration of literacy instruction with subject area instruction. The six constructs are further divided into sub-constructs reflecting aspects of the apprenticeship model—reading opportunities offered to students; the nature and degree of teacher modeling, guidance, and support; and student opportunities for practice with key reading and discourse routines, tools, strategies, and dispositions.

Six global constructs related to literacy practices are assessed by the survey:

• history reading opportunities
• collaboration
• metacognitive inquiry
• comprehension strategies instruction
• a feature of instruction called “negotiating success”—a focus on designing and modifying instruction and assessment in response to
• student learning needs
• teacher beliefs about reading, learning, and diversity

A version of this survey is available for biology teachers.