assessment of student progress in reading and writing tompkins-chapter 3 5 th edition
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Assessment of Student Progress in Reading and
Writing
Tompkins-Chapter 35th edition
Determining READING LEVELS
INDEPENDENT- CAN READ ON OWN WITH 95-100% ACCURACY
INSTRUCTIONAL-CAN READ WITH SUPPORT WITH 90-94% ACCURACY
FRUSTRATION-TOO DIFFICULT LISTENTING CAPACITY-POTENTIAL
READING LEVEL
READABILITY FORMULAS
Method of estimating the difficulty of text or reading level of a text
Determined by correlating semantic and syntactic features
Leveled Books, FRYE Readability Graph, Lexile Framework
Leveled Books
Basal readers traditionally leveled according to grade level equivalent, but may be too broad
Fountas and Pinnell’s Text Gradient-levels books on continuum from easiest to hardest (p. 79)
The Lexile Framework(developed by MetaMatrix available through Scholastic)
System for leveling books (or matching books to readers)
Measures student’s reading level and the difficulty level of the text
Lexile levels range from 100-1300 (pl 80)
Ex. 6th grade = 850-950
Fry Readability Graph
Readability Formula Used to determine if a textbook or trade
book is appropriate for a particular grade level
See p. 78 for instructions Select 100 word passage Count # of syllables in each word Count # of sentences in the passage Plot on graph
Reading Recovery
Early intervention program for struggling readers at the end of the first grade
Goal to get them on grade level by 3rd grade
Reading Recovery reading levels = 0-26
Informal Assessments
Used to guide instruction Not high-stakes (does not
determine placement in groups or grade levels)
Monitoring Student Progress
Observations Anecdotal Notes Conferences Rubrics Work Samples Portfolios Self-Assessment (Also See Assessment Tools p. 85)
Observation
Interaction with students Shadowing-following one student and
systematically recording the student’s instructional experiences
“Kidwatching”-Ken GoodmanTeachers explore: 1) What evidence exists that language development is occurring?
2) What does the child’s unexpected production say about the child’s knowledge of language?
Anecdotal records- written accounts of specific incidents in the classroom (p. 82)
Conferences
Planning Conferences Reading/Writing Workshop
Conferences Evaluation Conferences
Rubrics (p. 64 and p. 84)
Rubrics are used to assess a students’ composition (writing), performance on a task, or a project.
Teachers establish criteria for scoring each product.
Portfolios
Folders, notebooks, web-based files that hold students work.
Teacher establish guidelines Students submit work within the
guidelines Progress Portfolios Showcase Porfolios
Self-Assessments
Involving students in self-assessment requires them to look more critically at their own work and set goals for improvement
Diagnosing Students Strength and Weaknesses
Teachers use diagnostic reading assessments to determine a student’s strengths and areas of weakness
See page 85
Concepts about Print or CAPMarie Clay
Assessment of Basic understandings about print and the way it works
Book-Orientation concepts Directionality concepts Letter/word concepts (See p. 113 for example of Scoring
Sheet)
Phonemic Awareness and Phonics
Monitor sound isolation, segmentation, blending, etc. through picture sorts, songs, rhyming words
DIBELS-Dynamic Indicators of Basic Early Literacy Skills (assess phonemic awareness and phonological awareness)
The Names Test-Phonics (Cunningham)
Running Records(Marie Clay)
To assess word identification and fluency Students read text aloud while teachers
make checkmarks noting the words read correctly and the miscues
Calculate # of words read correctly (95 %= independent, 90-94%= instructional, and fewer than 90%= frustration level
Examine miscues Examine comprehension through retelling (DIBELS >>>Running Records)
Miscue Analysis
Miscues= unexpected responses Includes substitutions, repetitions,
omissions, mispronunciation Categorize according to cueing
systems: semantic (meaning is similar) graphophonic (looks similar) syntactic (grammatically acceptable)
Informal Reading Inventory (IRI)
Commercial tests to assess reading levels (grade level equivalents)
Includes graded word lists, graded passages, and comprehension questions
Used to calculate independent, instructional, and frustrations levels
Retellings
Students retell a story or expository text after reading the text silently or aloud
Student retell story without assistance and then the teacher may ask open ended questions (What happened next?)
Teachers analyze retelling for comprehension
Oral Language Assessments
Teachers students who speak a language other than English (SOLOM)
Five Components on a Continuum Listening, Fluency Vocabulary Pronunciation Grammar
Cloze Procedure
Used to:
Determine suitability of a textbook or trade book
and/orAccess comprehension
Cloze Procedure
1. Select a passage of approximately 250 consecutive words from the text or trade book. The text should be one that the students have not read, or tried to read, before.
2. Type the passage using the first sentence intact and deleting every fifth word thereafter.
3. Give students the passage and have them fill in the blanks. Allow them all of the time they need.
Scoring Cloze Tests
Score by counting as correct only the exact words that were in the original text.
Determine the percentage of correct answers.
Less than 44%- Frustration Level (level that is too difficult…thwarts or baffles student)
44%-57%- Instructional Level (level at which the student can read with teacher guidance)
57% or more- Independent level (level to be read “on his or her own”)
Maze Procedure
Similar to cloze procedure Students are provided with 3
choices for each deleted word (or each blank)
1) correct word 2) syntactically acceptable but
semantically unacceptable 3) both semantically unacceptable
and syntactically unacceptable
Authentic Assessment (informal)
Takes place during the teaching/learning process Does not measure language as a set of fragmented
skills Oral and written language are integrated and whole Contextual/situational Assesses many types of literacy abilities in real and
functional ways Continuous process Varied process Should include student’s interests and beliefs Involves self-reflection and self-evaluation
Standardized Tests(Formal)
Mandated tests Schools and districts use scores for
comparing student achievement with previous years
Comparing with national norms and other districts
Purposes
To place and classify students To provide accountability To determine who needs extra help or
enrichment To create groups
Standardized tests often fail to reflect current views of teaching reading and are of little use to teachers day-to-day instruction
Formal Assessment-Norm Referenced
Norm-referenced- measure a student’s relative standing in relation to comparable groups of students across the nation or locally
Authors seek reliability and validity so that schools can be confident that the tests measure what they intend to measure
Results in standard scores—grade equivalents (in years and months) and percentile ranks (position within a set of 100 scores)
Criterion-Referenced
Scores are interpreted in terms of specific standards
Designed to match the standards or expectations of what students should know at successive points, or benchmarks
Advantage: Students do not compete with one another, but try to master certain objectives or criterion
Disadvantage: Reading can appear to be merely a set of skills that can be taught and learned in isolation
Standardized Testing
Is standardized testing beneficial to
student learning?NO YES
Conclusion
Standardized Testing
Pros--wide-scale testing
could bring about need reforms
--can be a tool for teaching and learning as well as designing curriculum
Cons Biased Teaching to the test Students become
“passive” rather than “active” learners
Not always accurate representation of what the student can do
Not authentic One source of
information
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