Assessment:
A Literacy Perspective
Julie A. Jeffery
Agenda: Saturday
•
•
•
•
•
•
News and announcements
Email addresses/myLesley “business”
Confidence check
Writing up results
Writer’s Workshop
Digging Deeper: Word Identification
and Spelling
Agenda: Sunday
•
•
•
•
•
Assessment Tool Review Assignment
Emergent Reader Report
Comprehension assessment
Writer’s workshop/conference with JJ
road map for the next three weeks
Assessment Tool Review
(for March 24-25 weekend)
• Tool name, author, publishers information
• Administration specifics: time, whole group,
1:1, materials needed
• Type of assessment: formal or informal,
criterion or standardized
• What it aims to test
• Types of information yielded
• Reliability and validity as applicable
• Your thoughts on this test
Reading Assessment
in the News
…What’s the latest?
…What’s YOUR elevator speech for
Literacy Assessment?
…watch Animal School …how does this
change your elevator speech?
Your Case Study Student
• What key things did you learn in their
background?
• What things did you learn in preliminary
info?
• What did you learn from the QRI so far?
• K-W-L
Running Record & Miscue Analysis
• (RW) Number of running words
• (E) Number of errors –meaning changing
miscues
• (SC) Number of self-corrections
• Accuracy rate- 100-(E/RW *100)
• Error ratio- RW/E
• Self-correction ratio- SC/E+SC
• WCPM = (RW-E)/Time (in seconds); take
number and multiply by 60 to get WCPM
Writing It Up
• Text: level, familiar or not, genre, topicWhat type of text did the student read?
• Accuracy, self- correction, error ratio-How
difficult was this text for the student?
• Words correct per minute- How fast did the
student read?
• Self-corrections- Do they monitor & fix?
• Types of miscues (substitutions),
omissions, insertions, types of words-What
types of mistakes do they make?
• How did they sound as a reader?
When writing up your findings…
1.
Make a statement of performance
2.
Back-up with selected information & examples
3.
Write summary statement
• Make a statement of performance
Jace demonstrates strong self-correction skills when orally
reading. Jace was asked to orally read a 2nd grade level
expository passage from the QRI-4, Whales. The passage
was unfamiliar to Jace.
• Back-up with selected information & examples
Jace read the passage at a rate of 67 words correct per
minute. This is lower than would be expected for his grade,
but is consistent with his word identification skills. Jace read
with 92% accuracy, making this level passage (2nd grade)
at the instructional level for him. He made 8 errors, 7 of
which he self-corrected. All of his errors were substitutions,
and most words were high-frequency words.
(Examples)While reading he made many repetitions and
pauses, which slowed down his overall reading. After
reading, he was able to answer 5 out of 8 questions about
the passage, but most answers came from his background
knowledge.
• Write summary statement
Based on this miscue analysis, we can see that Jace is
able to monitor and self-correct while reading. His slower
pace is perhaps impacting comprehension. More
information needs to be gathered to determine Jace’s
difficulties within the area of word identification,
specifically sight word knowledge and decoding abilities.
Choose one skill you have assessed and write it
up following this pattern:
1.
Make a statement of performance
2.
Back-up with selected information & examples
3.
Write summary statement
Preliminary Section Should Include:
• Getting to know you activities/outer
circle
– Retelling, LEA, writing, reading
• Observations you made
• QRI
• Initial Hypothesis of what is going onwhat is the pattern that you have found
at this point
Writing up the QRI:
• Look at example reports- high light
paragraph
• Take your child’s information, put it on
paper
Word Identification
Listening Comprehension
Silent Reading Comprehension
Compare the Student’s Performance on
Tasks Across these Processes
To Identify Relative Strengths
and Weaknesses
Weakness?
Word Identification
Strength?
Weakness?
Language Comprehension
Strength?
Weakness?
Print Processing
Strength?
Case Student Jace
• Initial Profile:
– Word Identification: 1st grade
– Listening Comprehension: 4th grade
– Silent Reading Comprehension: 2nd grade
Case Student Jace
• Initial Profile:
– Word Identification: 1st grade
– Listening Comprehension: 4th grade
– Silent Reading Comprehension: 2nd grade
•
•
•
•
Could identify through decoding 50% of the words up to 3rd grade
Spelling mistakes are phonetic
Misspelled several high frequency words in writing tasks
Fluency rates averaged around 45 words per minute; accuracy was 80-85% on 1st
and 2nd grade level passages
• Attempts to ‘sound out’ words considered high frequency
• Need to distinguish between sight words and decoding
Stage II Assessment
• The Stage I assessment provides an overall
picture of a student’s relative strengths and
weaknesses in the major areas.
• A Stage II assessment is only completed in
the areas of relative weakness to provide a
more sophisticated understanding of the
nature of the relative weakness.
Going Deeper: Analysis within Area of
Weakness
• Using our Preliminary Information and Stage I
assessment we will:
• Go to appropriate area of manual based on profile
• Design an assessment model that will answer the
questions and hypothesis that come from ‘outer
circle’ work
• Only test in the areas that are weaknesses; do not
test strengths when time is of essence
• Keep smaller constructs in the context of the whole:
silent reading comprehension
Nick
•
•
•
•
•
Word Identification: 2nd grade
Listening Comprehension: 4th grade
Silent Reading Comprehension: 4th grade
What area of the manual would you look in?
What would you do next?
Josie
• Word identification: 1st grade
– Could decode words up to the 3rd grade level
• Listening Comprehension: 3rd grade
• Silent Reading Comprehension: 2nd grade level
• What area of the manual would you look in?
• What would you do next?
Potential Profiles from Initial Assessment
Weakness
Word
Identification
Word
Identification
Language
Comprehension
Language
Comprehension
Print
Processing
Print
Processing
Middle
Language
Comprehension
Print Processing
Word
Identification
Print Processing
Word
Identification
Language
Comprehension
Strength
Next?
Print Processing
Go to A
Language
Comprehension
Print Processing
Go to A
Word Identification
Go to B
Language
Comprehension
Word Identification
Go to C
Go to B
Go to C
WORD IDENTIFICATION
Automatic word recognition
and
Mediated word identification
• Both are required for successful silent reading
comprehension
• We are not allowed to make instructional decisions based
on our philosophical beliefs or skills - we must find a way
to teach both.
Questions/Levels of Word Identification
Assessment
• Does the child have more automatic sight words or rely
more on decoding?
– Ratio of automatic words to decoded words
• What level of words is the child able to decode?
– Single syllable, two-syllable, multi-syllabic
– Onset-rime knowledge, particular patterns, word families
– Affixes, prefixes, suffixes
• What does the child’s encoding(spelling) look like?
– Developmental Spelling (Gentry)
– Spelling Patterns(Words Their Way)
• If the child shows significant difficulty with decoding,
and does not have an adequate sight word bank,
– look at phonemic awareness, letter-identification, hearing sounds in
words, early developmental spelling
Student #1
• QRI
– L1-10 Automatic 3 Decoding
– P- 18 automatic- 1 Decoding
• Decoding Test
– Passed List A, 7 out of 12 on List B
• Z Test
– 20 out of 37, missed silent e rule words
• Up, And & Out Test
– 17 out of 42 words, trouble with /and/
words, consonant digraphs
Student #2
QRI
PP- 3 automatic, 6 decoding
P- 4 automatic- 5 decoding
Decoding Test
List A- 3 out of 8
Z Test
30 out of 37- with a lot of time
Fry Word List
22 out of first 100
http://www.literacyconnections.com/
Dolch.html
High Frequency Word Lists
Onset-Rime Knowledge
•
•
•
•
•
•
Decoding Test
Z Test (cd-rom and pg. 143)
Up, And, & Out
Real Word Test
Test of Onset Knowledge (pg. 146)
Names Test of Decoding (cd-rom, and article)
Tests in McKenna & Stahl
• In pairs:
– Read about one test of word identification
– Determine what question(s) it answers
– Show class briefly how to give
– Pros and cons of assessment
Spelling Assessment
Gentry & Gillet (1993) Monster Test
Developmental Spelling Test
(11-year-old, multiple disabilities)
BECA
ML
LCA
SK
FT
[back]
[mail]
[lake]
[stick]
[feet]
SCRVL
SOUA
PATP
D
TS
[sink]
[dress]
[peeked]
[side]
[test]
Developmental Spelling Test
(adult, severe speech and physical impairments)
back
mail
lake
stack
feet
light
[back]
[mail]
[lake]
[stick]
[feet]
[light]
sta
dress
peeked
side
test
s
[sink]
[dress]
[peeked]
[side]
[test]
[dragon]
Developmental Spelling Test
(9-year-old girl with Down syndrome, 3rd grade inclusion)
bake
mall
lake
stik
feet
light
[back]
[mail]
[lake]
[stick]
[feet]
[light]
sinek
drsse
pekd
side
test
baran
[sink]
[dress]
[peeked]
[side]
[test]
[dragon]
Words Their Way
Example Student Spelling
1. fan
2. pet
3. deg
4. robe
5. hop
6. watte
7. gum
8. suled
9. stik
10. shi
11. dreame
12. bulade
13. koach
14. frite
15. cheewed
16. krawle
17. whishes
18.thern
19. shot
20. spol
21. grwl
22. thered
23. kampped
24. trys
25. cliping
26. rideing
1.Fan
2. Pet
3. Dig
4. Rob
5. Hope
6. Wait
7. Gum
8. Sled
9. Stick
10. Shine
11. Dreme
12. Blaid
13. Coche
14. frieght
15. chewed
16. krawl
17. wishs
18. thern
19. showted
20. spoyle
21. growel
22. therd
23. camped
24. trys
25. claping
26. riddeing
Questions/Levels of Word Identification
Assessment
• Does the child have more automatic sight words or rely more on decoding?
– Ratio of automatic word to decoded words
• What level of words is the child able to decode?
– Single syllable, two-syllable, multi-syllabic
– Onset-rime knowledge, particular patterns, word families
– Affixes, prefixes, suffixes
• What does the child’s encoding(spelling) look like?
– Developmental Spelling (Gentry)
– Spelling Patterns(Words Their Way)
• If the child shows significant difficulty with decoding, and does not have an
adequate sight word bank,
–
look at phonemic awareness, letter-identification, hearing sounds in words, early
developmental spelling
Yopp Singer Phonemic Awareness Test
Yopp Singer Example: 5 year old Jake
Yopp-Singer Test of Phoneme
Segmentation
Phonemic Awareness Assessment
https://dibels.uoregon.edu/
Video Clip: DIBELS Phoneme Segmentation Fluency
Phoneme Segmentation Fluency
https://dibels.uoregon.edu/
Phonemic Awareness Assessment
Nonsense Word Fluency
When Writing About One Test
• State the name of the test/task performed
– Jace was given the Developmental Test of Word Recognition
(McKenna & Stahl 2003).
• State the purpose of the test and what it addresses
– This test assesses the areas of word concepts, initial and final
sounds, vowel coding, consonant blends, and polysyllabic
word reading.
• State the range of scores the child achieved (full scores
go in table)
– Jace’s performance on the word concepts, initial and final
sounds was excellent with 100% accuracy in all three areas
(5 out of 10, and 10 out of 10). On the vowel and long-vowel
coding sections he had more difficult and scored 3 and 4 out
of 10 respectively.
• State backup information or observations made.
– Jace made several attempts to get the right answers and
commented on how hard he was trying. It was observed
that Jace attempted a decoding strategy that was
introduced in class while taking this test.
• Summary Statement
– Therefore, Jace’s performance on this assessment
indicates he has solid skills in the areas of word
concepts,and initial and final sounds for decoding, but is
still struggling with vowel and long-vowel coding.
• Make connection to other testing situations/tasks if
applicable
– This is consistent with information seen in his spelling and
running records.
Jace was given the Developmental Test of Word Recognition (McKenna &
Stahl 2003). This test assesses the areas of word concepts, initial and
final sounds, vowel coding, consonant blends, and polysyllabic word
reading.Jace’s performance on the word concepts, initial and final
sounds was excellent with 100% accuracy in all three areas (5 out of 10,
and 10 out of 10). On the vowel and long-vowel coding sections he had
more difficult and scored 3 and 4 out of 10 respectively. Jace made
several attempts to get the right answers and commented on how hard
he was trying. It was observed that Jace attempted a decoding strategy
that was introduced in class while taking this test.Therefore, Jace’s
performance on this assessment indicates he has solid skills in the areas
of word concepts,and initial and final sounds for decoding, but is still
struggling with vowel and long-vowel coding. This is consistent with
information seen in his spelling and running records.
DIBELS
•
•
•
•
•
•
Oral Reading Fluency
Retell Fluency
Nonsense Word Fluency
Phoneme Segmentation Fluency
Letter Naming Fluency
Initial Sound Fluency
DIBELS Investigation
•
•
•
•
•
•
Find videos
Read about 3 of the subtests
What are the pros & cons?
What grades is it given to?
What information does it yield?
How would you use the information in
your teaching?
Looking at Student Data Sets