The Role Collecting Evidence
Plays In Our Classrooms
Stanley British Primary School Intern Program
Amy Pregulman
August 25, 2011
Our Time Together
Guiding Questions:
*How are we meeting each child’s needs?
* How do we know?
Learning Objectives
* Articulate the difference between Diagnostic, Formative and
Summative Assessment
*Administer Fountas and Pinnell Benchmark Assessment
*Score and articulate results from assessment to inform just right
students’ reading level
Time

3:40: Goals and Objectives for afternoon

Introduction to Assessment

Delving into Diagnostic Assessment

Just Right Books

4:55 Stretch

5:00-6:00 Fountas and Pinnell

6:00-6:15 Debrief

Don’t forget Exit tickets!

Diagnostic: pre-assessment

Formative: on-going assessment for learning.

Summative: assessment of learning
Diagnostic Assessment

Pre-assessment

Designed to determine a students’ entry point into
learning objectives.

What do they know now?

Photo on driver’s license

How does where they are effect my instruction?

Essential for planning for student needs and
differentiation to meaningfully support student learning

Builds off students’ readiness, interests, learning profile
Just Right Books

Current Research: Independent Level Text

High Interest: self-selected

95% accuracy rate (levels A-K)

98% accuracy rate (levels L-Z)

High level of fluency and comprehension

Readers need lots and lots of JR texts to get to be better
readers

Solve words easily

Read fluently

Comprehend easily
Struggling Readers
and Just Right Books
Struggling readers need even more
text!
 QUANTITY
 Increase vocabulary
 Internalize new language
structures
 Develops fluency
 Increases comprehension

Fountas and Pinnell
Benchmark Assessment
Diagnostic: pre-assessment

Fountas and Pinnell Benchmark Assessment

Dibels

WIST

WADE

QRI

DRA
Formative: on-going assessment for learning.
Summative: assessment of learning