Chipola College
Department of Elementary Education
RED 4312 – Integration of Assessment into Classroom Reading
Task CC1A: Administering and Scoring of Formal and Informal Reading Assessments
Accomplished Practices:
1.3 Designs instruction for students to achieve mastery.
3.3 Identify gaps in students’ subject matter knowledge.
4.1 Analyzes and applies data from multiple assessments and measures to diagnose students’
learning needs; informs instruction based on those needs, and drives the learning
process.
Description:
The teacher candidate works with one child in the intermediate grades. Observation and
anecdotal records should be kept throughout the process and used to write a report stating the
strengths and weakness of the student in phonics, fluency, vocabulary, and comprehension. You
should discuss the role of assessment within the planning for instruction to meet learning needs.
Gaps in subject matter knowledge of the student must be indentified. Based on strengths and
weaknesses indicated by various reading assessments, the teacher candidate will design three
different instructional strategies to use, describe, and explain how each will accommodate the
learning needs of this student in order to achieve mastery. A minimum of four reading
assessments (combination of formal and informal) will be administered. This task will require
that the teacher candidate analyze and apply data from multiple assessments to diagnose
students’ learning needs, inform instruction based on those needs, and drive the learning process.
Reading Assessments to choose from:
FORMAL: Phonics Survey, San Diego Quick Assessment, Fry Oral Reading Test, Test of Word
Reading Efficiency (TOWRE), Fox in the Box, Bader Reading and Language Inventory or other
approved source. Any of the assessments in the Core Assessment textbook may also be used as a
formal measure.
INFORMAL: Have child read a book or story passage to you and complete a story retelling,
informal reading inventory, fluency check, running records, etc.; note strengths and weaknesses
with phonemic awareness, phonics, fluency, vocabulary, and comprehension. Compare results
from the formal assessments and informal assessments notating similarities and differences.
What to submit?
You will submit a typed, double-spaced case study. You should submit the case study material in
a pocket folder/binder, with each section separated using labeled dividers.
RED 4312
Updated Fall 2013
Section 1:
The written summary and discussion report
Section 2:
Copy of your PowerPoint (handout format with 6 slides per page)
Section 3:
All notes and copies of assessments are used and labeled accordingly. Make sure
you put in what you did with the student; remember to remove the student’s name and school
from the document.
Directions:
1. Give a minimum of four formal and informal assessments to an elementary child. Do not
give more than one assessment on any given day; this will not end with valid results.
2. Keep careful notes regarding the mistakes the child makes (with examples)
3. After you give your final assessment, you are ready to write your report.
a. Remember – you are writing a report based on facts learned from the reading
assessments.
4. Write the report using the criteria listed below and within the grading rubric. The report
should be written in narrative form, typed, double-spaced using appropriate font.
5. Create a PowerPoint to be presented to the class.
You will write up a report to include the following information in Section 1 of your submission
(along with information in the Task Description).
Additionally, you will present the following in a PowerPoint to the class: You may also include
this same type of information in your PowerPoint that you used from your report. However, be
prepared during your presentation to not simply read from the PowerPoint but actually discuss
your process.
Within the report section you need to include the following:
Background information about the child – NO STUDENT NAME OR SCHOOL NAMES
SHOULD BE USED!!!!!!! However, still be thorough in this area.
Information about each assessment you used: so since you are doing four assessments, you will
be covering some of this information more than once.
1. Name of the assessment and whether it’s formal or informal
2. Thorough description of each assessment you used (formal and informal) – discuss its
purpose, what it is meant to assess, how to perform the assessment – any and all pertinent
information we would need to know about giving this assessment. (NOTE: You should go
through each assessment one by one!!!! Think here about what would help the teacher give this
assessment in the most valid and reliable way).
3. Numeric results you obtained from using this assessment with your case study student – don’t
say “did well”….you should give numbers and percentages (i.e., Johnny got 17 right out of 20,
so he scored 85% - think measurable objectives here). These results should be analyzed, not
simply stated.
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4. Discuss strengths AND weaknesses this assessment pointed out to you in reading in regards to
phonics, fluency, and/or comprehension
5. Discuss THREE instructional strategies you would recommend using with this child to help
remediate his/her reading weaknesses. Your discussion should include a description of the
strategy you are recommending, the reason you recommend this strategy, what you would expect
the child to accomplish after working with this strategy, and how this expectation would be
documented.
6. Note similarities and differences in the results of each assessment – did you get consistent
results with the various assessments? What results were not consistent? Discuss reasons for any
inconsistencies as well as explaining how consistency in results can help with instructional
planning.
7. Summarize your presentation/findings by discussing the overall picture of this child: what are
his/her biggest reading strengths/weaknesses? Did you encounter any unexpected responses from
any of the assessments? What surprised you about this child? Does anything still just puzzle
you?
RED 4312
Updated Fall 2013
Name:
Submission #: _____
Instructor: Bush
RED 4312 – Integration of Assessment into Classroom Reading
Task CC1A: Administering and Scoring of Formal and Informal Reading Assessments
Accomplished Practices:
1.3 Designs instruction for students to achieve mastery.
3.3 Identify gaps in students’ subject matter knowledge.
4.1 Analyzes and applies data from multiple assessments and measures to diagnose students’
learning needs; informs instruction based on those needs, and drives the learning
process.
Decision for FEAPs on this Task:
___ Demonstrated……..…………8 or more E’s
___ Partially Demonstrated..…..3 or more D’s
___ Not Demonstrated………….1 or more U
 Must resubmit on or before the following date: _______
 Although the original grade is final and no points are added for
resubmissions, failure to resubmit by the deadline will result in a “tenpoint penalty” PER DAY grade reduction.
 For all resubmissions – the original assignment and original grade
sheet must be included with the resubmission.
E = Effective
D = Developing
U – Unacceptable
COMPONENT
FEAP
INDICATOR
4.1
ASSESSMENTS
4.1
4.1
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CRITERIA FOR “EFFECTIVE RATING”
Assessment 1 is described thoroughly – purpose,
directions for administering, numeric results stated, data
analyzed, discussion of child’s strengths and weaknesses
and further necessary learning needs as indicated by the
assessment
Assessment 2 is described thoroughly – purpose,
directions for administering, numeric results stated, data
analyzed, discussion of child’s strengths and weaknesses
and further necessary learning needs as indicated by the
assessment
Assessment 3 is described thoroughly – purpose,
directions for administering, numeric results stated, data
analyzed, discussion of child’s strengths and weaknesses
and further necessary learning needs as indicated by the
assessment
RATING VALUES
E – 7 – 10 points
D – 4 – 6 points
U – 0 – 3 points
____ E ____ D ____ U
____ E ____ D ____ U
____ E ____ D ____ U
SIMILARITIES
AND
DIFFERENCES
INSTRUCTIONAL
STRATEGIES
SUMMARY
POWERPOINT
PRESENTATION
DEDUCTIONS
Assessment 4 is described thoroughly – purpose,
directions for administering, numeric results stated, data
4.1
analyzed, discussion of child’s strengths and weaknesses
and further necessary learning needs as indicated by the
assessment
Similarities and differences between the four
assessments is discussed; what gaps in the student’s
subject matter knowledge can be indentified through
3.3
supported data discussions; consistencies of results
between the assessments is discussed, and if applicable,
any inconsistencies between assessments are discussed
Instructional Strategy 1- thorough discussion that
includes the following: the description of what the
strategy is, what specific assessment results based your
decision to recommend this strategy for remediation, and
1.3
how the strategy should be administered. You should
also include expectations in reading for the child after
working with this instructional strategy.
Instructional Strategy 2 - thorough discussion that
includes the following: the description of what the
strategy is, what specific assessment results based your
decision to recommend this strategy for remediation, and
1.3
how the strategy should be administered. You should
also include expectations in reading for the child after
working with this instructional strategy.
Instructional Strategy 3 - thorough discussion that
includes the following: the description of what the
strategy is, what specific assessment results based your
decision to recommend this strategy for remediation, and
1.3
how the strategy should be administered. You should
also include expectations in reading for the child after
working with this instructional strategy.
Summary at the end of the report discusses overall
picture of this child: biggest learning needs for the
student based on evidenced reading strengths and
4.1
weaknesses, unexpected responses from any of the
assessments, and surprises.
PowerPoint presentation covers majority of material from written report.
Student is able to discuss process and findings in way which
demonstrates knowledge of subject matter (maximum of 10 points).
Two points per language mechanics error will be applied to your grade.
Language mechanics include spelling, grammar, and syntax. A 10-point
deduction will be applied for directions not being followed.
FINAL GRADE
FOR TASK CC1A
COMMENTS:
RED 4312
Updated Fall 2013
____ E ____ D ____ U
____ E ____ D ____ U
____ E ____ D ____ U
____ E ____ D ____ U
____ E ____ D ____ U
____ E ____ D ____ U
________Points
________Points