Study Assessment Terms with Academic
Partner
Good Morning
Turn and talk
 Share with your partner using this sentence starter…
 “As I read about assessment, I was surprised…….”
Dear Students,
You did an excellent job restating the essence of
Common Core. I assess that you know the Common
Core backwards and forwards.
Today we are going to examine the role of
assessment and how assessment can guide us to be
effective teachers.
I know you want to be an excellent educator.
Being good at assessment helps you be excellent.
My best,
Dr. Wilson
To be an outstanding educator,
I plan to create a Language Arts
Program that is…
Prepare our hearts
Planning and Organizing Instruction
Based on Assessments
RICA DOMAIN I
Common Core State Standards
Know the standards for the grade level you’re teaching!
Let the standards serve as a guiding light.
A Quality Reading Teacher:
 Assesses
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Conducts ongoing assessment based on standards
Uses multiple sources
 Plans for a comprehensive program
 Uses assessment data to make systematic plans
 Provides a balanced program
 Teaches
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Provides both explicit/ implicit instruction
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Uses multiple strategies that teach to different learning styles
 Reflects
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Ponders what new assessments are needed
Assessment Package
Diagnostic
Formative
Summative
• Entry-level
• Monitoring
Progress
• End of unit
Informal
• Watching
• Listening
Formal
• Traditional
• Alternative
Assessment informs instruction:
 Analyze assessment to determine
strengths and needs
 Use assessment to make decisions about
 Who?
 What?
 How?
 When?
 Why?
Book
Chat
Informal Reading Inventories (IRI)
 A collection of assessments given to individual student
 Varies from student to student and grade to grade
 Purpose: to determine student’s instructional level
Let’s hear from the field
Reading Interest Inventory
 Purpose: to assess student’s interests related to reading
 Great tool to use at any grade level
 Assesses:
 General interests
 Reading at home
 What genres
Concepts of Print Assessment
 Purpose: to assess students familiarity with print
 Often done in Kindergarten
 Assesses:
 Book orientation
 Word boundaries
 Directionally and return sweet
 Recognition of punctuation and capital letter
 Beginning and end of a story
Phonemic Awareness Assessment
 Purpose: to assess if student can identify sounds
through hearing (all auditory – no written)
 Kindergarten – 1st
 Assesses:
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Rhyming words
Blending
Segmenting
Deletion and substitution
Alphabetic Principle Inventory
 Purpose: to assess student’s knowledge of the alphabet
 Kindergarten – 1st
 Assesses:
 Letter recognition
Displayed in random order for identification
 Both lower and upper cases
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Writing the alphabet

Teacher calls out letter to be written
Phonics Inventory (AKA -- decoding assessment)
 Purpose: to indicate student’s knowledge of phonics
 Primary grades
 Assesses:
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Consonant sounds
Short vowel sounds
Long vowel sounds
Consonant blend (2 consonants making 2 sound)
Digraph (2 consonants making 1 sound)
Dipthong (2 vowels together making one sound)
Decoding of words chosen for pattern in isolation
R-controlled vowels
NOTE: We’re learn more about these later!
Graded Word Lists (AKA San Diego Quick)
 Purpose: a simple test of vocabulary to indicate
grade level of reading (graphophonic)
 1st – 4th grade
 Assesses
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Reading level through sight words
Decoding out of context
 How it’s administered
 Student reads a “graded word list” (begin 2 levels lower)
 Teacher records errors
 When a students misses 2, that’s his/her “instructional level”
of reading
San Diego Quick (practice)
road
live
thank
when
bigger
how
always
night
spring
today
our
please
myself
town
early
send
wide
believe
quietly
carefully
city
middle
moment
frightened
exclaimed
several
lonely
drew
since
straight
Running Record
(AKA Graded Word Passage)
 Purpose:
 to examine how a student constructs meaning.
 Assesses:
 Instructional level of reading
 Patterns of miscues
 Ability to comprehend a passage
 How it’s administered:
 Student reads a passage
 Teacher has copy and takes notes on student’s reading
 Teacher asks about 4-5 questions to determine
comprehension
 Teacher must analyze the running record to determine
patterns of errors
Oral History
3rd grade Open Court story
 Read through and write 4 questions (2- literal, and
2-inferential) that would tell you if the student
comprehended the story.
 As Dr. Wilson becomes a 3rd grader, mark any
mistakes (miscues)
Determining Reading Levels
# of words read - # of errors/ # of words read

 Independent level
 Accuracy: 95-100%
 Comprehension: >80%
 Instructional level
 Accuracy: 90-94%
 Comprehension: 60-80%
 Frustrational level
 Accuracy: <90%
 Comprehension: <60%
Miscue Analysis
 Purpose: to determine what instruction the student
needs to become a proficient, strategic reader
 Allows the teacher to determine a student’s pattern
of errors to gain a better understanding of a student’s
skills and strategies
 Analyze:
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Errors in MEANING
Errors in STRUCTURE
VISUAL errors
Reading Cue Systems
Visual
(Graphophonic Cue System)
Does it look right?
Miscue Analysis
 John heard the sound of the serpent slipping into the water.
IF the student read this sentence
1. “John heard the sound of the servent slipping into the water.”
The teacher might say, “Does that ___________?”
2. “John hear the sound of the serpent slipping into the water.”
The teacher might say, “Does that ___________”
3. “John heard the sound of the serp slipping into the water.”
Does that __________?
Let’s practice
Compared with standardized reading assessments, one
important advantage of informal reading assessments is
that they allow the teacher to:
1.Characterize a student’s reading proficiency in terms of
typical grade-level performance
2.Personalize reading assessments to identify the needs of
individual students.
3.Avoid bias in the administration and interpretation of
reading assessments.
4.Compare the reading performance of individual
students to other students in the class.
 A second grade teacher informally assesses students’
reading development by listening to them read aloud.
Anna, a student who generally reads aloud fluently,
reads aloud a short story selected by the teacher. In
this instance, Anna correctly decodes about two-thirds
of the words and pauses frequently as she reads. This
informal assessments suggests that Anna:
1. Needs instruction designed to improve her phonemic
awareness.
 2. Needs instruction designed to improve her oral language
skills.
 3. Is likely reading a story at her frustration reading level.
 4. Is likely reading a story at her instructional reading level.
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 Of the following questions, which would be the
most important for a teacher to consider when
interpreting the results of a reading assessment
for a particular student?
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1. How do these finding relate to other recently
administered reading assessments?
2. How did the student’s performance on this
assessments compare with that of the student’s
classmates?
3. Are these findings sufficient to assign a grade to the
student?
4. Do these findings provide information about the
student’s ranking in regard to national norms of reading
achievement?
Let’s practice
 A new student enters a fifth grade classroom. The
teacher wishes to determine the student’s
independent reading level. Describe an appropriate
procedure to accomplishing this goal.
Let’s practice
 This second grade class is located in an affluent area near
many large corporations. Parents volunteer in the
classroom on a regular basis. 90% of the parents show
up for parent-teacher conference, and they have high
expectations for their children. Due to class size
reduction, there are 20 students in the class. It is the
first week of school. You need to get to know the
strengths and needs of your students in order to plan
instruction.
 What two kinds of assessment would you use to get the
most information, and what is the rationale for your
choices?
Let assessment inform your planning
 Link assessment to standards before you plan lesson.
 Teach systematic/explicit instruction for SKILLS
students need. Repeat until skills are automatic.
 Teach STRATEGIES that students can choose to help
them comprehend text.
 Modify plans for different learners
Different forms of assessment
What are the major time frames for assessment?
What are the two major types of assessment?
RICA exam
Ultimate Goal:
independent readers who love to read.
Break
Fieldwork Folder
 MATH requirements
LITERACY:
 2 Literacy Case Studies
 Tutoring (evidence plus 1-page reflection)
 Small Group Instruction(evidence plus 1-page reflection)
 3+ Whole Group Instruction experiences (formal
lesson plan plus 1-page reflection)
 Observation handouts:
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Literature-rich environment
Reading lesson observation
Learning about students (general)
Fieldwork Folder
Literacy Case Studies
Two Students:
1. English Learner
2. Student with a different
instructional challenge
Anecdotal Notes
 Write description (not evaluative) notes
Administer 3-4 literacy assessments (IRI)
 Select the best assessments for your students.
 I might suggest:
 Reading Interest Survey
 Speaking/Listening Checklist
 San Diego Quick
 Running Record
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(Get advice from your cooperating teacher)
Collect and Analyze 3 writing samples
 Make copies and return original.
 Use copy to write notes, noticing miscues.
 Look for patterns of errors.
Characteristics of Student CHART
 Linguistic Background:
 Academic language abilities:
 Content Knowledge and skills of__________
 Physical, Social, and Emotional Development:
 Cultural background (home life):
 Health issues:
 Interests and aspiration:
 Other important information:
SOLOM –
Student Oral Language Observation Matrix
 AFTER you’ve observed your student carefully,
indicate their level on the SOLOM chart
Write Literacy Profile for each student
 Introduction
 Student Characteristics
 Strengths/Weaknesses
 Reading
 Writing
 Speaking
 Listening
 Lesson Adaptation Strategies (3)