ChipolaCollege
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 forinstruction 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.
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:
- 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.
- Keep careful notes regarding the mistakes the child makes (with examples)
- After you give your final assessment, you are ready to write your report.
- Remember – you are writing a report based on facts learned from the reading assessments.
- 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.
- 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.
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?
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 “ten-point penalty” PER DAY grade reduction.
- For all resubmissions – the original assignment and original grade sheet must be included with the resubmission.
E = EffectiveD = DevelopingU – Unacceptable
COMPONENT / FEAP INDICATOR / CRITERIA FOR “EFFECTIVE RATING” / RATING VALUESE – 7 – 10 points
D – 4 – 6 points
U – 0 – 3 points
ASSESSMENTS / 4.1 / 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 / ____ E ____ D ____ U
4.1 / 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 / ____ E ____ D ____ U
4.1 / 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 / ____ E ____ D ____ U
4.1 / Assessment 4 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 / ____ E ____ D ____ U
SIMILARITIES AND DIFFERENCES / 3.3 / Similarities and differences between the four assessments is discussed; what gaps in the student’s subject matter knowledge can be indentified through supported data discussions; consistencies of results between the assessments is discussed, and if applicable, any inconsistencies between assessments are discussed / ____ E ____ D ____ U
INSTRUCTIONAL STRATEGIES / 1.3 / 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 how the strategy should be administered. You should also include expectations in reading for the child after working with this instructional strategy. / ____ E ____ D ____ U
1.3 / 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 how the strategy should be administered. You should also include expectations in reading for the child after working with this instructional strategy. / ____ E ____ D ____ U
1.3 / 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 how the strategy should be administered. You should also include expectations in reading for the child after working with this instructional strategy. / ____ E ____ D ____ U
SUMMARY / 4.1 / 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 weaknesses, unexpected responses from any of the assessments, and surprises. / ____ E ____ D ____ U
POWERPOINT PRESENTATION / 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). / ______Points
DEDUCTIONS / 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. / ______Points
FINAL GRADE
FOR TASK CC1A
COMMENTS:
RED 4312
Updated Fall 2013