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Importance of early literacy assessment
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The two assessments that I chose to measure early literacy skills in young children in K-2, is the KTEA, and a spelling test. The Kaufman Test of Education Achievement (KTEA), is an assessments that measure early literacy for young children, The Kaufman Test of Educational Achievement (K-TEA) was designed to measure school achievement of children enrolled in Grades K-2. The K-TEA comes in two different forms: The Comprehensive form requires from 20 to 75 minutes to administer and the brief requires 10 to 25 minutes to administer, depending on the child’s grade. The test is individually administered, norm – referenced, by the teacher or a staff support member. The assessments are intended for use in programing planning, placement, and measurement
of adaptive functioning. The comprehensive assessment is used for analyzing strengths and weaknesses and error analyzing. The brief assessment is designed for screening. In the reading decoding assessment, the students are required to identify letters and then read phonetic and non-phonetic words with increasing difficulty. In the reading comprehension assessment, the students are ask to identity alphabets and words. The students has to get five wrong in a row before the test is stopped. The spelling assessment assesses the student’s ability to spell 40 words, and the student has to also miss 5 in a roll row before the test is stopped.
The Kaufman Test of Educational Achievement, Third Edition (KTEA-3) is a revised and updated comprehensive test of academic achievement (Kaufman & Kaufman, 2014). Authored by Drs. Alan and Nadeen Kaufman and published by Pearson, the KTEA-3 remains an individually administered test of achievement intended for use with examinees ages 4 through 25 years, or those in grades Pre-Kindergarten (PK) through 12 and above. The KTEA-3 is based on a clinical model of academic skills assessment in the broad areas of reading, mathematics, and written and oral language. It was designed to support clinicians utilizing a Cattell-Horn-Carroll (CHC) or Information Processing theoretical approach to assessment and detailed information regarding the structure
Research My first research experience took place from the Fall 2012 – Summer 2013 in a neurobiology laboratory (Dr. Daniel Plas) focused on Parkinson’s Disease. In this project an undergrad student and I were tasked with optimizing a cellular medium for neural growth of the model organism Lymnaea stagnalis. This was comprised of following established protocols and altering certain variables within the formulas (differing concentrations of ions, pH, et al.) to observe growth pattern differences in vitro.
Lines, S. (2014). Effectiveness of the National Assessment Program - Literacy and Numeracy: final report. Canberra: Senate Printing Unit, Parliament House.
Reviewing the 12 Core Concepts of the National Child Trauma Stress Network, James is suffering from three of the 12 concepts. Number 1 core concept, Traumatic experience are inherently complex. Traumatic experiences are inherently complex no experience are the same varying degrees of objective life threat, physical violation, witnessing of an injury or death. The victim perceives their surroundings and decides what is best for them now safety and self-protection. Number 4 core concept, A child or adolescent can exhibit an extensive range of reactions to suffering and loss. Number 9 core concept, the developmental neurobiology triggers a youth’s reactions to traumatic experience. In this paper, we will be covering another trauma that affects the social worker or case worker who works on these cases of
Purpose: The purpose of the Kindergarten Language Screening Test, Second Edition, therefore after referred to as KLST-2, is to aide in the identification of students whom need further evaluation to conclusively determine if the student in question does or does not have deficits in regards to language, which conversely could affect their academic performance.
RtI was designed to provide early intervention to students that are experiencing difficulties in developing literacy skills. Throughout RtI, assessment data is collected to monitor student progress, and is used to determine if the intervention should be continued or modified (Smetana 2010). A common consensus is that the RtI framework consists of three tiers: Tier I, Tier II, and Tier III. In Tier I, primary interventions are used that differentiate instruction, routines, and accommodations to the students that need little to no interventions. The students in this tier are often times classified with the color green.
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 is assessment is supposed to be given verbally by hearing what is being asked by the assessor. In and through this test, the students are not expected to be literate and know how to write or read exactly. In this assessment, they have provided up to four different tests to help in assessing the student 's progress for the end of each term to help see where the students are academically. Now, when giving this test, as the assessor we will ask the students to respond to certain sounds that letters make. It works on the sounds of the letters and not the letter itself. The assessment can take however long the student needs (PASA:Kindergarten, 2014, pp. 1-16). I find that these four different assessments would be very helpful to find out what the student is grasping when at school and how they are
To obtain a complete understanding of the word knowledge of students who are learning English, it is important their reading abilities (WTW, 2012). There are many ways to assess the reading abilities for ELL’s. For example, spelling inventories help explore the literacy knowledge of an ELL; however, the test should be first administered in their primary or first language. According to Words their way: Word Study for Phonics, Vocabulary, and Spelling instruction, “a spelling inventory in students’ spoken language can indicate their literacy levels in the primary language, and more specifically, show which orthographic features they already understand” (WTW, 2014). Bilingual learners rely on knowledge of their primary language to spell words in a second language (WTW, 2014). Teachers can also assess ELL’s reading comprehension through sequencing activity (Ada, 1990). For example, teachers can have ELL’s write individual sentences from the text on separate sheets of drawing paper; then read or have the students read each sentence and illustrate it (Ada, 1990). Teachers can also informally test students’ ability to sequence material from a story by printing sentences from a section of the story on paper strips, mix the strips; have students put them in order (Ada, 1990). According to Spanish-Language Children’s Literature in the Classroom, teachers should “read to newcomers every day” (Ada, 1990). Appropriate reading material for beginning English Language Learners (ELL) should include numerous illustrations that help clarify the text, story plots that are action-based, little text on each page, text that contains repetitive, predictable phrases, high-frequency vocabulary and useful words, text that employs simple sentence structures (Ada, 1990). When you read to beginning ESL students, be sure to make language comprehensible to them (Ada,
The chosen signature assessment, Tutoring Project, is an assignment from EDMU 520, Literacy and Language in K-8 Classrooms I. This signature assessment expresses the Program Learning Outcome (PLO) number 2, PLO number 3, and PLO number 4. PLO number 2 is Culture, which is describing differences in the cultures of individuals served. PLO number 3 is Instruction, which is being able to implement evidence based and multifaceted methodologies and strategies for teaching and engaging students with exceptionalities. PLO number 4 is Assessment, this is how to utilize achievement tests to assess students in a comprehensive manner.
Teachers gather information everyday form student’s through classroom activities to get a picture of where a student’s progress and abilities are. There are many different ways to collect a child’s artifacts such as using a checklist, anecdotal notes, teacher reflections, video and audio recordings, and work samples. Each student has their own folder where all their notes, videos, recordings, and artifacts are kept. As stated in the text (Enz, 2014, p. 207, “They must systematically collect, store, organize, and analyze the samples in order to understand the children’s growth and to plan their next teaching” (Ackerman & Coley, 2012). I learned that an on-demand assessment is more like an annual physical checkup. On demand assessments happen at specific times during the course of the year. One day children will be asked to do something specific such as circle the numbers the teacher says out loud, or having to take a test with a pencil and paper. Some label on -demand assessments as tests. This is because children are asked to perform the same action at the same time and in the same manner during an on-demand assessment. “Standardized tests are administered, scored, and interpreted in the same way for all test takers” (Enz, 2014, p. 208). Some examples of an on-going assessment that could be used in a comprehensive approach to literacy
The goal of education is to provide children with the opportunity to amass a wealth of knowledge, love for learning, and academic strength. Children go to school to read, write, and learn a variety of subjects. While education is meant to be exciting for children, there have to be standards in order to make sure that progress is being and those children are where they need to be in order to move onto the next phase of their education. Education builds as it grows, and students need a strong foundation in order to succeed and continue. Without those strong building blocks, students will continue to fall back and repeat the same material again and again. And so, testing and assessment come into play to make sure children are where they need to be. However, in early childhood settings testing is almost non-existent because of the stigma around testing. The current debate in our education system argues that testing is not a good measure of a child’s actual knowledge. Rather, assessment gives teachers a better picture of a student’s abilities and capabilities in the classroom. Thus, currently the debate continues over assessment versus testing in the classroom due to the demand for knowledge on whether or not testing is a good way of measuring a student’s progress in school.
Katie uses assessments on a regular basis to make sure her students are where they are supposed to be. During their reading lessons in second grade, they have five lessons in e...
The ability to test a student’s language skills is essential to have as a teacher. Over the years, classrooms have become much more diverse with a wide variety of impairments being presented on a daily basis. Often, these disabilities contain a language impairment that appears as a side effect of the main disability. Unfortunately, assessing language is not as easy as one may think because it is not clearly defined and understood. Kuder (2008) writes that “…language is not a unitary phenomenon- it is ‘multidimensional, complex, and dynamic; it involves many interrelated processes and abilities; and it changes from situation to situation” (pg. 274). Language also develops at different times for different individuals, thus making language assessment an even harder task for test administrators to grade and evaluate. In order to further understand the language impairment that students present, teachers need to be aware of appropriate language tests that could be administered. In order to assure that the best language test is being issued to a student, several various tests exist to choose from. To test a student’s overall language capability, a comprehensive language test, such as the Comprehensive Assessment of Spoken Language (CASL) or the Oral and Written Language Scales (OWLS), could be administered. If a teacher wanted to test a specific language skill such as pragmatics, phonology, syntax, or semantics, the teacher would need to find the best test for the student’s unique situation.
They investigated the validity of dynamic assessment on reading abilities outcomes. The study was conducted over a three-year period. The participants of the study were 78 children. Some of the participants had some reading disabilities and some were without reading disabilities. Some working memory tasks were conducted under some testing conditions namely initial, gain, and maintenance. They concluded that maintenance testing conditions could significantly predict comprehension and vocabulary growth. They further claimed that gain testing conditions significantly predict non-word fluency growth. The results of the study further suggested that the dynamic assessment of working memory tasks significantly predicts later reading