Pre-Assessments
To understand what Aaron knows and in what areas he may need help, pre-assessments are conducted to determine his instructional need. The areas of literacy are composed of concepts about print, language or vocabulary, word knowledge, reading fluency, reading comprehension, and writing. In addition, a motivation and interest assessment can help determine a child's impel for learning. The pre-assessments conducted to understand Aaron's literacy level in each aspect of literacy are: Ekwall / Shanker, Benchmark, PASS, Learning Progressions rubric, and a reading interest survey. Each pre-assessment helps gather information of Aaron's literacy knowledge.
Ekwall / Shanker
The Ekwall / Shanker reading inventory section allows for
…show more content…
concepts about print assessment. To conduct the assessment, place the concepts about print test sheet in front. Directly say, "look at this page. I'm going to ask you some questions about it." The assessment is composed of ten questions related to the top and bottom of the page, letter, word, sentence, starting and end point of reading, and where to continue to read after the last word of a line. With the ten questions the student is pointing to the answers, as the assessor of the assessment indicate + or -. At the bottom of the scoring page there is a section for comments. Add the total points of correct answers and give a score out of ten. Student results. On the concept about print pre-assessment, Aaron scored a nine out of ten. Aaron answers reflect his understanding about prints. Though he missed one question, "show me where there is a sentence", he scored high. Benchmark The Benchmark word test, requires students to read a leveled word list. To pre-assess, ask the student to read the list for the level below his/her grade level. For kindergarten, begin with the beginning list. Give the directions on what the student is required to do. Literally say, "I want you to read some words." Explain to the student when a hard word is approached to try saying the word or move on to the next word. Indicate the student, notes will be taken as words are read. As the student reads, score and record. To mark a word read accurately, a student must read the word correctly, correct guess, self-corrected readings, and local variations in pronunciation are considered a correct response. Write incorrect next to words not said correctly, and leave a blank space on words not attempted. An error score is given when the student cannot read the word, substitutes a word or sound, says several different ways and is uncertain of the correct pronunciation, and reads incompletely or adds sounds. During the assessment, do not prompt, coach, or ask the student to repeat a word. At the end of the assessment record at the bottom of the page the number of words accurately read. If a child reads 19 to 20 words correctly, move on to the next list. If the child reads 18 or less words, stop and begin text reading at the appropriate level. Student results. On the Where-to-Start word test from Benchmark assessment tool, Aaron accurately read three words. One other word was attempted, but incorrect. The other sixteen words on the list were not attempted and were left blank on the scoring sheet. Due to only knowing three words on the list, Aaron is to be reading texts from the beginning list of Benchmark. Phonological Awareness Skills Screener (PASS) The PASS is an informal assessment designed to detect students who are at-risk for reading and spelling difficulties.
The assessment is designed to assess students in kindergarten through second grade, however it may be used with older students who are struggling with phonological awareness. The PASS is composed of ten sections: word discrimination, rhyme recognition, rhyme production, syllable blending, syllable segmentation, syllable deletion, phoneme blending, phoneme segmentation, and phoneme deletion. Allow one to three minutes per section. Each section has a brief instructions and a script of directions on how to perform the assessment. As the assessor do not provide extra help, support, or additional instructions. Make sure to begin the task after the student fully understands the task, rephrasing of directions is allow to aid student understanding of the task. If needed, repeat any items. If the student does not understand or cannot perform the task, do not administer that section. The stopping points for each section is when a student cannot perform any sample items or misses three items in a row. Do not penalize for articulation or sound productions. The scoring requires a one for correct responses and a zero for incorrect responses, write errors next to each item.
Student results. On the Phonological Awareness Skills Screener (PASS) assessment, the student score is 28 out of 100. Breaking the scores down into the sections administered, Aaron has a score of six out
…show more content…
of ten on word discrimination, three out of ten on rhyme recognition, one out of ten on rhyme production, nine out of ten on syllable blending, eight out of ten on syllable segmentation, one out of ten on syllable deletion, and zero out of ten on phoneme recognition, phoneme blending, phoneme segmentation, and phoneme deletion. Fountas & Pinell Benchmark Assessment The letter recognition assessment is used to determine a student's uppercase and lowercase letter knowledge. Use the uppercase and lowercase letter recognition sheets to assess the student. For every accurate response use a check mark to indicate correct response. Note any substitution or confusion for both uppercase and lowercase. Calculate the total number of known letters, note any unknown letters, and evaluate substitutions. On the bottom of the scoring sheet include number of unknown letters, number of substitutions and total score for all letters, uppercase and lowercase. Student results. The results for uppercase letter recognition shows that Aaron knows twenty letter accurately. Aaron uses substitution for three different uppercase letters, and has confusion on three uppercase letters. In regards to lowercase letter recognition, Aaron accurately know eighteen letters. He substitutes four lowercase letters, and has confusion over four lowercase letters. The total score of unknown letters, uppercase and lowercase, is seven. The total score of substitutions, uppercase and lowercase, is seven. The total score of all letters, uppercase and lowercase, is thirty-eight out of fifty-two. Ekwall / Shanker The oral reading comprehension assessment on Ekwall / Shanker assessment tool measures a student's ability to understand a narrative. Reading passages vary, for kindergarten begin on passage A. Reading the passage aloud to the student if the passage is going to be used for the listening comprehension test. After the passage is read to the student, ask five questions (already provided) about the passage. Make a + as a correct response and a - as an incorrect response. Calculate the total number of correct response and determine if the student passed or failed. For the listening comprehension test the results need to be 70 percent or higher to pass. This assessment is evaluated as a pass/fail. Student results. Aaron's results for the Listening Comprehension Test is failed. Reading the passage and questions aloud to the Aaron wasn't enough to receive a passing percentage. Out of the five questions, three were answered correctly and two incorrectly. Aaron has a 60 percent score which means he failed the Listening Comprehension Test. Rubric for Opinion Writing - Kindergarten The student is to be given a piece of paper and asked to write about anything.
After the student has completed the writing sample the rubric is used to score the student a determine the student's writing level. The rubric measures structure, development, and language conventions. Within each category there is criteria. In structure the writing is scored on overall, lead, transitions, ending, and organization. In development the writing is scored on elaboration and craft. In language conventions the writing is scored on spelling and punctuation. For each criteria the assessor can score the writing by giving 2 points (pre-k level), 2.5 points (mid-level between pre-k and kindergarten), 3 points (kindergarten), three and a half points (mid-level between kindergarten and first grade), or four points (first grade). After scores are given for each criteria, add up the points in each section, and at the very end there is a scoring guide for the total points earned. The total number of points can be translated into a grade score using the table provided on the assessment
rubric. Student results. Aaron's total writing score is 22.5. The total score for structure is 12.5, scores under structure consist of 3 points for overall writing, 3 points for lead, 2 points for transitions, 2 points for ending, and 2.5 points for organization. The total score for development is 5, scores under development consist of 2.5 points for elaboration and 2.5 points for craft. The total score for language conventions is 5, scores under language conventions consist of 2.5 points for spelling and 2.5 points for punctuation. Overall, Aaron's score is interpreted on a scale score of 2.5 based on the total number of points. Reading Interest Survey The Reading Interest Survey asks student questions about reading. In kindergarten, students struggle reading and writing; therefore, the assessor is to read the questions to the student and write down the responses a student given orally. The questions on the Reading Interest Survey are: what do you like to read, where do you like to read, when do you like to read, why do you like to read, how many books do you have at home, and who do you like to read with. In addition to the questions, at the very bottom there is happy face, straight face, and sad face scale for the student to rate their overall feeling about reading. Student results. Aaron's overall feeling about reading is happy. During a reading survey ask the student questions related to reading. Question, "what do you like to read?" Aaron's response, "books." Question, "where do you like to read?" Aaron says, "outside." Question, "when do you like to read?" Aaron's answer, "in the afternoon." Question, "why do you like to read?" Aaron's reply, "I want to learn how to read." Question, "how many books do you have at home?" Aaron's answer is "none." Question, "who do you like to read with?" Aaron's response, "dad."
Specific prompts, sample and teaching items individualize the administration and ensure low scores are not due to the subject’s failure to understand the standardized instructions. The KTEA-3 continues to use item blocks, based on educational level, for the Reading Comprehension, Listening Comprehension, Written Expression, and Oral Expression subtests with instructions for establishing a basal. The KTEA-3 utilizes only a suggested order of subtest administration; only two of the subtests (i.e., Letter & Word Recognition before Word Recognition Fluency and Nonsense Word Decoding before Decoding Fluency) have a designated order as a minimum level of performance on the former ensures the examinee has the requisite skills to complete the latter. See Table 1 for a summary of the KTEA-3 test and composite
Two subtests comprise the Sound-Symbol Composite: Phonological Processing and Nonsense Word Decoding. Catalina’s overall performance fell within the Average range (Sound-Symbol Composite Standard Score of 97; 42nd percentile). Catalina performed within the average range when asked to respond orally to items that require manipulation of the sounds within words (Phonological Processing). Additionally, she was asked to read aloud nonsense terms (Nonsense Word Decoding). She performed in the average range in comparison to her same-age peers.
Lila is a second grade student who participated in a Primary Spelling Inventory and the reflection of her results are as follows. After her spelling inventory was finalized I noted that the student spelled ten of the twenty-six words correctly giving her a power score of 10/26. Most of the words that she mastered was in the Late emergent and early of Letter Name Alphabetic stage. I also noted that Lila accomplished 36 features out of 56 total features during her spelling inventory. Based on the results of the Primary Spelling Inventory the orthographic features that Lila recognizes are the consonants, short vowel, blends, and is familiar with diagraphs. Although she mastered blends which falls in the late Letter Name-Alphabetic stage she failed to master diagraphs which is the middle stage.
In this paper, James Paul Gee states his opinion on the definition of literacy. He begins by redefining the word “discourse” and uses it frequently throughout the paper. Gee defines discourse as a group that you are socially linked to through your actions and thoughts. This group defines who you are in society. He then uses the beginning of his paper to continue explaining “discourses”. The main points he covers are that discourses are defined by history and culture and therefore, change through time. Also, he explains that one is involved in many different discourses. This might cause one to break rules or understandings of one discourse to align with a dissimilar one.
Dillon, Naomi. “LANGUAGE TEST. (cover story).” American School Board Journal 192.8 (2005): 10. MasterFILE Premier. EBSCO. Web. 18 Feb. 2001.
Assessments should guide instruction and material selection. Any likely manner, assessments should measure student progress, as well as help, identify deficiencies in reading (Afflerback, 2012). One important indicator of reading deficiencies is spelling. Morris (2014), advocated the importance of administering a spelling assessment in order to have a better understanding of a student’s reading abilities. My school uses the Words Their Way spelling inventory to assess students’ reading abilities at the beginning of the year and throughout the reading year.
Formative Assessment- There are a number of formative assessment that are used. The first one is the list created on the first day after reading the passage along with student participation on sharing their findings the following day on day two. Student participation in day six when sharing their papers and the write up of a peer’s paper will be used for a formative assessment. All of these are graded on accuracy and completion and will be worth five points each.
This is the process in which a student will take a vocabulary test at the beginning of the school year which will be graded. On this grading scale, students receive a reading range in which they are aloud to read books according to their difficulty level.
For starters, I would like to have more information on the student prior to assessing. I would like to know about the student classroom experience with reading. As a future Special Education Teacher, I have a passion for helping students who face more challenges. This student did not demonstrate that he faced reading challenges. In hindsight, I would like to have worked with a student with reading challenges in order to start developing a plan to close the achievement gap. Although, all students have room to grow, so I am glad to have worked with
This assessment is an example of a performance assessment that could be given to children in kindergarten or first grade. This paper will discuss what characteristics of the student assessment makes it reliable as well as what motivational factors are included that will encourage students to want to succeed.
Results. Write up your result (the letters and the full typology) and your interpretation of the meaning of your result (do not copy and paste what the assessment gives you).
Phonological awareness (PA) involves a broad range of skills; This includes being able to identify and manipulate units of language, breaking (separating) words down into syllables and phonemes and being aware of rhymes and onset and rime units. An individual with knowledge of the phonological structure of words is considered phonologically aware. A relationship has been formed between Phonological awareness and literacy which has subsequently resulted in Phonological awareness tasks and interventions.This relationship in particular is seen to develop during early childhood and onwards (Lundberg, Olofsson & Wall 1980). The link between PA and reading is seen to be stronger during these years also (Engen & Holen 2002). As a result Phonological awareness assessments are currently viewed as both a weighted and trusted predictor of a child's reading and spelling and ability.
Morrison (2012) reported that less than 50% of children in the grade one age cohort had achieved "mastery in the Grade one Readiness test" in 2007. According to the Vision 2030 Education Sector report, this is a test that all the children at the grade one level should be mastering. The test is intended to provide specific information about competencies and deficiencies so that corrective measures can be taken. The target was that 90% of children should achieved mastery by the year 2030. The 2011 reports stated the national results for 2008 by subject area and the number of children that was proficient. Overall, 46.7% in General Knowledge, 67.1% in Number Concept, 48.2% in Oral Language, 67.6% in Reading and 62% in Writing and Drawing. These are the basics for which less than half the children are proficient in some areas, and no more than two thirds of the children are proficient in others. These statistics reflect that there may be deficiencies in different aspects of students’ listening skills and literacy development. Thus, The Grade One Individual Learning Profile was introduced in 2007/8 which replaced the Grade One Reading Inventory. One of the areas of literacy that may be contributing to students’ poor performance is their underdeveloped listening skills.
Performance assessment is based on observation and judgment. There are two parts to this assessment, the task a student must complete and the criteria in which to gauge one’s assessment. Performance assessments can take on several forms. Performance assessment can be broken down into more specific elements referred to as product and skills targets. Example of product would be a term paper and skills would be fluently reading aloud (Mislevy, R. J., & Knowles, K. T. 2002).
The teacher will also make norm-referenced and criterion referenced interpretations of assessment through this website. They have graph and color-coded bands that show widely held expectations for children’s development and learning. The teacher will use this website and graph to communicate twice a year with the parents about the child’s strength, weakness or any area of