Assessment of Reading CHD 119 Principles of classroom

Assessment of Reading CHD 119

Principles of classroom assessment • Principle 1: Assessment should inform and improve teaching. • Principle 2: Every assessment should help teachers discover what children can do, not just what they cannot do. • Principle 3: Every assessment procedure should have a specific purpose. • Principle 4: Classroom assessment should be linked to accountability standards and provide insights into the process of reading. • Principle 5: Assessment procedures should help identify zones of proximal development • Principle 6: Assessment should not supplant instruction • Principle 7: One more thought: Effective classroom assessment makes use of both valid and reliable instruments.

Purposes of Reading Assessment • These purposes are embedded in the NCLB and Reading First legislation – Outcome-the purpose is to survey the reading achievement of the class as a whole. – Screening assessments-Screening assessments provide initial information about students’ reading development. – Diagnostic assessments-help us to identify the cause of the problem or provide in depth information about a student’s needs and strengths. – Progress monitoring assessments-provide ongoing and timely feedback.

Screening and Progress Monitoring Us the IF-THEN guideline • If you have a particular need, then you determine the particular test or assessment that is appropriate. – Kid Watching – How do you know what to look for? From the benchmarks

Assessing Reading Interests and Self-Perception • Attitude and interest inventories • Reading interview • When you are reading and come to a word that you don’t know, what do you do? What else do you do? • Which of your friends is a good reader? What makes him/her a good reader? • If you knew that one of your friends was having problems with his or her reading, what could you tell your friend that would help? • Assessing background knowledge – Assess the amount and content of students’ background knowledge about selected topics, themes, concepts, and events. • Select a story for the students to read. Construct a list of specific vocabulary terms or story concepts related to the topic, message, themes or events to be experienced in reading the story. • Assess family surveys of reading habits

Assessing students’ reading of nonfiction texts • • Expository text frames. Content area reading inventory • To develop a CARI, follow this process – Textual reading/study aids – Vocabulary knowledge – Comprehension skills and strategies – Choose a passage of at least three to four pages from a textbook – Construct 20 questions related to the text • 8 to 10 questions related to textual or study aids • 4 to 6 questions related to vocabulary • 7 to 9 questions related to comprehension – Explain to students that a CARI is not used for grading, but is useful for planning teaching activities to help students succeed. MODEL the appropriate responses. – Administer the parts on separate days. Start with part I. It may take several sessions. Do not spend more than 20 minutes per day.

Published reading tests Informal Reading Inventory-individually administered with graded word lists and story passages. • Informal because they do not offer norms, reliability or validity information • Provide a great deal of information that is helpful to teachers in making curricular decisions • – Needs-based or guided reading groups – Provide an estimate of each child’s ability in graded or leveled reading materials such as basal readers and books. – Best IRIs are constructed by classroom teachers constructed from their own classroom. Examples of commonly used IRIs – Comprehensive Reading Inventory – Developmental Reading Assessment-informal reading inventory offering graded reading passages for students to read, rubrics for evaluating students oral reading and a handy box to store them – English-Espanol Reading Inventory-easy inventories for pre-kindergarten through grade 12 in English and Spanish.

Curriculum Based Measurements • Reading fluency measures how many words a student correctly reads in one minute. Usually repeated three times and the middle or median score is reported. • Spelling measure presents words (10 for 1 st, 17 for 2 nd or higher). Scored for accuracy • Written expression task-students are presented with a story starter and given three minutes to write a story. Student work is scored for total words written, words spelled correctly, and correct writing sequences.

DIBELS Outcome assessments Dynamic Indicators of Basic Early Literacy Skills (DIBELS)-set of four standardized, individually administered measures of early literacy development. Designed to assess (three of the five big ideas of early literacy). – Phonological awareness – Alphabetic principle – Oral reading fluency (measured as corrected reading rate)

Others • Texas Primary Reading Inventory (TPRI)-assessment tool that provides a picture of a student’s reading progress in K, 1, and 2. Covers all 5 big ideas • Diagnostic Assessments – Diagnosing Vocabulary – Peabody Picture vocabulary test – Spanish version of Peabody picture – Woodcock-Munoz Language survey-oral language and reading/writing • Individual Diagnostic Reading Tests – Woodcock Reading Mastery Tests-R. Six individually administered subtests intended to measure reading abilities from K- adulthood. • Individually Administered Achievement Tests – Kaufman test of education achievement-teachers use normreferenced date to look at how a child is progressing compared to other children nationally.

Organizing for Assessment • Student profile documents-to record individual strengths and needs in some detail • Class profile document-to help organize the class’s date for the formation of needs-based reading groups

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