Essay Grade

Course Code
REA-510
Class Code
REA-510-O500
Criteria
Criteria
Percentage
100.0%
Assessment Names and Types
10.0%
Purpose of the Assessment
20.0%
Strengths and Limitations of the Assessment
20.0%
Administrator and Frequency of Assessment
10.0%
Instructional Decisions
20.0%
Organization
10.0%
Mechanics of Writing
5.0%
Documentation of Sources
5.0%
Total Weightage
100%
Assignment Title
Graphic Organizer Assessments
No Submission (0.00%)
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Total Points
55.0
Insufficient (69.00%)
The names and types of all four types of reading assessments
are not included.
The purpose of each of the four reading assessments is
unconvincingly included.
Fails to include the strengths and limitations of all four types
of reading assessments.
The information on when and how frequently the four
reading assessments are administered is unrealistic. Who
administers the assessment is not included.
How the data generated from the four reading assessments
can be used to make instructional decisions at the specified
grade range is ineffectively included.
An attempt is made to organize the content, but the
sequence is indiscernible. The ideas presented are
compartmentalized; may not relate to each other.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction are used.
Documentation of sources is inconsistent or incorrect, as
appropriate to assignment and style, with numerous
formatting errors.
Approaching (74.00%)
The names and types of all four types of reading assessments
are lacking details.
The purpose of each of the four reading assessments is
unclearly included.
Minimally includes the strengths and limitations of all four
types of reading assessments.
The information on when and how frequently the four
reading assessments are administered is lacking detail. Who
administers the assessment is included.
How the data generated from the four reading assessments
can be used to make instructional decisions at the specified
grade range is vaguely included.
The content may not be adequately organized even though it
provides the audience with a sense of the main idea.
Submission includes mechanical errors, but they do not
hinder comprehension. Effective sentence structures are
used, as well as some practice and content-related language.
Sources are documented, as appropriate to assignment and
style, although several minor formatting errors are present.
Acceptable (87.00%)
The names and types of all four types of reading assessments
are concise.
The purpose of each of the four reading assessments is
clearly included.
Reasonably includes the strengths and limitations of all four
types of reading assessments.
The information on when and how frequently the four
reading assessments are administered is detailed. Who
administers the assessment is clear.
How the data generated from the four reading assessments
can be used to make instructional decisions at the specified
grade range is effectively included.
The content is logically organized. The ideas presented relate
to each other. The content provides the audience with a clear
sense of the main idea.
Submission is largely free of mechanical errors, although a
few are present. A variety of effective sentence structures
and figures of speech are used, as well as appropriate
practice and content-related language.
Sources are documented, as appropriate to assignment and
style, and format is mostly correct.
Target (100.00%)
The names and types of all four types of reading assessments
are thorough.
The purpose of each of the four reading assessments is
comprehensively included.
Insightfully includes the strengths and limitations of all four
types of reading assessments.
The information on when and how frequently the four
reading assessments are administered is realistic. Who
administers the assessment is specific.
How the data generated from the four reading assessments
can be used to make instructional decisions at the specified
grade range is innovatively included.
The content is well organized and logical. There is a
sequential progression of ideas related to each other. The
content is presented as a cohesive unit. Provides the
audience with a clear sense of the main idea.
Comments
Submission is virtually free of mechanical errors. Word choice
reflects well-developed use of practice and content-related
language. Sentence structures are varied and engaging.
Sources are completely and correctly documented, as
appropriate to assignment and style, and format is free of
error.
Points Earned
Running head: ASSESSMENTS
1
Title
Name
Grand Canyon University: REA 510
Spell out the Date
ASSESSMENTS
2
Graphic Organizer Assessments
Introduction
[optional] This graphic organizer discusses the following types of assessments: Informal
Reading Inventory, Reading Miscue Inventory, Dynamic Indicators of Basic Early Literacy
Skills, Star Early Literacy, and Curriculum Based Measurement of Reading. It provides
information on the type of each assessment and its purpose. The graphic organizer discusses the
strengths and limitations of each assessment. In addition, it informs educators on when the
assessment is administered and how frequently it should be used. Finally, information is
provided for educators on who can administer the assessment and how they can use the
information to make instructional decisions to assist the students with reading acquisition skills.
ASSESSMENTS
3
Types of Elementary Reading Assessments
You do not have to use my examples – please use what is available in your school.
Name of
Assessment
Type of
Assessment:
Use words
from out
course
instruction.
Diagnostic,
screener,
progress
monitoring,
etc.
Purpose:
Informal Reading
Inventory (IRI)
IRI is designed to assess
a child’s level of
competence in a
particular reading area.
It does not compare the
child’s performance to
other students (Russell,
2013). The IRI is used
as a diagnostic
assessment and progress
monitoring tool.
•
•
•
Discovers levels
of reading
materials
(Russell, 2013).
Detects some
specific reading
problems
(Russell, 2013).
Learn about the
abilities, skills,
and needs of the
individual to
plan a reading
program
(Russell, 2013).
Reading Miscue
Inventory (RMI)
Dynamic Indicators of
Basic Early Literacy
Skills
(DIBELS)
Star Early Literacy
(SEL)
Curriculum Based
Measurement of
Reading (CBM)
ASSESSMENTS
Strengths:
4
•
•
•
•
Limitations:
•
•
•
Helps provide a
vast amount of
information to
teachers to
determine
reading levels
(Russell, 2013).
Word
recognition
accuracy
Comprehension
The tests are
informal.
It has been
criticized for
inattention to
technical quality
(Spector, 2005).
It is not reliable
in determining
reading
difficulties just
lower stake
decisions such as
selection of
reading level
(Spector, 2005).
Time consuming
as it is a one to
one assessment.
ASSESSMENTS
5
When
Usually the beginning,
Administered: middle, and end of the
school year.
Frequency
Given:
Who
Administers
it:
Instructional
Decisions
from Data:
Three times a year or as
needed depending on
intervention focus.
Any classroom teacher/
instructor or clinicians
•
•
•
It provides
teachers with
quantitative and
qualitative
information to
determine
placement level
(Russell, 2013).
Teachers find
levels of reading
material,
diagnose specific
reading
problems, and
learn about the
skills, abilities,
and needs of the
individual
(Russell, 2013).
It helps teachers
determine the
placement of
students into
needs-based or
ASSESSMENTS
6
guided reading
groups (Russell,
2013).
ASSESSMENTS
7
Reflection
[optional] The following five elementary assessments were investigated: Informal
Reading Inventory, Reading Miscue Inventory, Dynamic Indicators of Basic Early Literacy
Skills, Star Early Literacy, and Curriculum Based Measurement of Reading. I suggest including
one paragraph or more for each assessment. Remember this section needs to be 500-750 words
total.
ASSESSMENTS
8
References
Be sure to include 3-5 academic, scholarly, peer-reviewed sources. Proper APA formatting is
expected. Be sure to hang your references. To do this, highlight the text and press
“Control + T”.
Running head: ASSESSMENTS
1
Title
Name
Spell out the Date
ASSESSMENTS
2
Graphic Organizer Assessments
Introduction
This graphic organizer discusses the following types of assessments: Informal Reading
Inventory, Reading Miscue Inventory, Dynamic Indicators of Basic Early Literacy Skills, Star
Early Literacy, and Curriculum Based Measurement of Reading. It enlights on the type or kind
of information concerning each assessment and the goals that are to be expected thereafter. The
graphic organizer analyses the benefits, demerits and efficacy of each assessment.it also shed
light on when the assessment was carried out, and how often it is being carried out. Therefore,
information is relayed to educators who are competent and are mandated to administer the
assessment and how they can use the information to make instructional decisions to assist the
students with development of skills, reading.
ASSESSMENTS
3
Types of Elementary Reading Assessments
Name of
Assessment
Type of
Assessment:
Purpose:
Informal Reading
Inventory (IRI)
Different types of
assessment are distinct,
therefore teachers will
have to implement the
kind of assessment that
is considered
appropriate for the age
and needs of the
children.
•
•
•
•
Identifies the
child’s skills that
needs the
teachers review.
It provides the
teacher to
determine which
instruction is
best for the
child.
Also helps the
teacher to
analyze which
instructions to be
improved.
The assessments
assist in knowing
whether the
children are
Reading Miscue
Inventory (RMI)
Dynamic Indicators of
Basic Early Literacy
Skills
(DIBELS)
Star Early Literacy
(SEL)
Curriculum Based
Measurement of
Reading (CBM)
ASSESSMENTS
Strengths:
•
•
•
Limitations:
•
•
•
4
mastering
instructions.
Reading of
isolated words
allows the
teacher to
determine the
child’s strength.
Word
comprehension.
The tests are
informal. Hence
fluency is
evident through
assessment.
It is
discriminative
since every
individual’s
child
understanding
does not
encompass the
pace set in the
assessment.
Quality of the
education
services that will
be rendered by
the teachers is
not fully
categorized.
There is the
analysis of
ASSESSMENTS
5
individual’s
child difficulties
in a subject that
needs to be
addressed
individually
{Horner et al.,
2009}.
When
Usually the beginning,
Administered: middle, and end of the
school year.
Frequency
Given:
Three times a year
Who
Administers
it:
Any classroom teacher/
instructor.
Instructional
Decisions
from Data:
•
•
It provides
teachers with
quantitative and
qualitative
information to
determine
placement level.
Teachers find
levels of reading
material,
diagnose specific
reading
problems, and
learn about the
skills, abilities,
ASSESSMENTS
and needs of the
Individual
{Boushey et al.,
2006}.
• It helps teachers
determine the
placement of
students into
needs-based or
guided reading
groups.
6
ASSESSMENTS
7
Reflection
Instructional research on studying has indicated that children development of skills more often
relies on the capabilities of information provided with their teachers the instructions should be
systematic and specific, the leaning is potentiated with early exposure to rich language, and
creating a learning environment in order to encourage the child to have the willingness to
cooperate in class.
Because of the different age bracket of the kids within a class, the teacher should expect
difference in understanding among the children. Instructions will be not effectively understood,
and this will be effective when every child that proves to have difficulties to be assisted and
enhance education wise so that he can catch up with the others {Wigfield et al., 2000}.
It is primary for teachers to have training within the tactics they use and suppose cozy with their
implementation. Additionally, teachers will have to use methods that are supported by research
evidence and so that it will give them priceless understanding their children. A teacher can
achieve essentially the most information from gathering understanding through both formal and
informal assessments {Horner et al., 2009}.
Exclusive measures furnish precise know-how. Hence, teachers have to enforce assessments with
the intention to provide expertise about the advantage their children have on the content and
techniques they’re educating. Children with disabilities who’re receiving certain schooling
services have individualized education software (IEP). The IEP will include documentation on
measures which were performed and the information they furnished. Reviewing this
understanding will help teachers to check what assessments are needed to supplement the
ASSESSMENTS
8
measures which were administered. Foremost, assessment has got to be instructionally central
and keen on main expertise {Boushey et al., 2006}.
Assessments have played a critical role in determining the effectiveness of the curriculum; there
are measures that should be taken to identify the contents that are essential within the curriculum
for the teacher to use it to strengthen kids who have proven need. This will potentiate their effort
towards standardizing literacy level among them.
ASSESSMENTS
9
References
.
1. Boushey, G., & Moser, J. (2006). The daily 5: Fostering literacy independence in the
elementary grades. Stenhouse Publishers.
2. Horner, R. H., Sugai, G., Smolkowski, K., Eber, L., Nakasato, J., Todd, A. W., &
Esperanza, J. (2009). A randomized, wait-list controlled effectiveness trial assessing
school-wide positive behavior support in elementary schools. Journal of Positive
Behavior Interventions, 11(3), 133-144.
3. Wigfield, A., & Guthrie, J. T. (2000). Engagement and motivation in reading. Handbook
of reading research, 3, 403-422.
Running head: ASSESSMENTS
1
Graphic Organizer Assessments
Heather Engram
Grand Canyon University: REA 510
August 30, 2020
ASSESSMENTS
2
Graphic Organizer Assessments
Introduction
This graphic organizer discusses the following types of assessments: STAR reading
assessment, NWEA Measures of Academic Progress, Dynamic Indicators of Basic Early
Literacy Skills, and Developmental Reading Assessment. The listed assessments will provide
information on the type of each assessment and its purpose. The graphic organizer discusses the
strengths and limitations of each assessment. In addition, it informs educators on when the
assessment is administered and how frequently it should be used. Finally, information is
provided for educators on who can administer each assessment as well as the instructional
decisions to assist the students with reading acquisition skills.
ASSESSMENTS
3
Types of Elementary Reading Assessments
Name of
Assessment
Type of
Assessment:
Purpose:
Strengths:
Standardized Test for the
Assessment of Reading
(STAR)
The STAR is a
computerized assessment
that tests the range of
students’ knowledge for
reading and language.
Developed by Renaissance
for academic screening and
academic progress
monitoring (Bartlett, 2004)
• Provide substantive
feedback to parents
(Bartlett,2004).
• Determine strengths
and deficits in
reading
• Insight on areas that
need improvement
• Discovers reading
levels for students.
•
•
•
Prepares students
for state
standardized
reading test
(Bartlett, 2004).
Word recognition
accuracy
Comprehension
Northwest Evaluation
Association’s Measure of
Academic Progress (NWEA
MAP)
NWEA MAP is a computeradaptive test that allows scores to
be seen within days of the test.
The assessment provides a
measurement of student growth
using the Rasch unit (RIT).
(Shields, 2008).
•
•
Provide quick feedback on
student’s growth.
Provide teachers with the
tools necessary to analyze
student growth and utilize
the scores in an effective
way in classrooms.
(Shields, 2008).
Dynamic Indicators of Basic
Early Literacy Skills
(DIBELS)
Developmental Reading
Assessment (DRA)
DIEBELS is a set of
procedures and measures that
assess the acquisition of early
literacy skills (“Dynamic
Indicators of Basic Early
Literacy Skills: UO DIBELS
Data System”, 2020).
DRA is a diagnostic
assessment that can be used
as progress monitoring, it
tests the strengths and
weaknesses in reading and
language skills.
(Harding, Alderson, &
Brunfaut, 2015).
•
•
•
•
•
Uses the Rasch model that
means equal interval
characteristics (Medford,
2014).
The RIT scores help predetermine student’s
achievement on state
testing.
•
•
•
•
Provide a reliable and
valid indicator of a
child’s progress
toward the attainment
of early literacy skills
(Elliott, Lee, &
Tollefson, 2001).
Provides standards for
student progress.
Offers benchmarks
and progressmonitoring forms.
Teachers can gauge
progress of students.
Measures critical skills
Uses progress
monitoring.
Short one-minute
fluency measures.
•
•
•
•
•
Evaluates students
reading strengths
and weaknesses
(Harding et al.,2015)
Gives diagnostic
information to help
guide reading
planning.
Can label causes of
reading deficits.
Helps teachers know
specific skill deficits
in students.
Notifies when
students can move
on.
ASSESSMENTS
4
•
Limitations:
•
The tests are
informal.
It has been given
under perfect
testing
circumstances to be
accurate (Bartlett,
2004).
• Limited accuracy
and form of data
analysis within
program/does not
assess reading
comprehension
(Bartlett, 2004).
• Resource students
may not be as
familiar with the
format as the
regular education
students.
When
At the end of all the four
Administered: quarters.
•
•
•
The test is not timed
Teachers do not have
access to test items
Individual items will not be
given to the same student
for two consecutive years.
(“The Impact of the
Measures of Academic
Progress on Differentiated
Instruction and Student
Achievement”, 2020)
Administered up to four times per
year with the recommended
number of assessments being three
administrations
•
•
•
DIEBELs includes
nonsense words as
part of the assessment.
The test must be given
individually. This can
be hard with a
classroom full of
students.
Only tests up to the 8th
grade.
The test is administered in the
Fall, Winter, and Spring
•
This assessment can
be used across the
board for all students
(special education,
title 1, adult literacy
programs, and
reading placement
(Harding et al.,
2015)
•
Not a quick test, can
take around 40
minutes.
Students can lose
attention from the
long test. (Harding
et al., 2015).
•
It is usually given after
instruction to measure
student growth.
ASSESSMENTS
5
Frequency
Given:
Given at the end of each
quarter.
Fall, Winter, and Spring.
Who
Administers
it:
Any classroom
teacher/interventionist/read
ing specialist/reading aides
Classroom teacher, reading
specialist
Instructional
Decisions
from Data:
•
•
•
•
It provides teachers
with consistent
means of assessing
student reading.
(Bartlett,2004).
Data is used to
inform instruction
Gauge student
progress and
determine if
students are
meeting state
standard
expectations.
Teachers can help
students select
books from
Accelerated Reader
program.
•
•
•
Allows adjustment to
whole group instruction
Reports show groupings
for students with similar
achievement levels
Provides information on
which concepts a student
has mastered, and which
need to focus on (Medford,
2014).
It is given schoolwide three
times a year.
DAR recommends giving it
more than once a year to
progress monitor.
Any classroom
Any classroom
teacher/interventionist/reading teacher/interventionist/readi
specialist/reading aides
ng specialist/reading aides
•
•
Students labeled at
risk will be tested
every two weeks for
progress monitoring.
Teachers can use this
date to see if the
interventions are
working for the
student.
•
•
The information
received from the
test gives teachers
and reading
specialists a plan to
guide their
intervention groups.
The data also
diagnoses reading
difficulties. (Harding
et al., 2015).
ASSESSMENTS
6
Reflection
The following four elementary assessments were investigated: : STAR reading
assessment, NWEA Measures of Academic Progress, Dynamic Indicators of Basic Early
Literacy Skills, and Developmental Reading Assessment.
The STAR reading test is one assessment that is used at my elementary school. We have
used it in the past as a part of evaluation tool for teachers to show student growth. The students
are assessed at the beginning of the school year and at the end of every quarter. This tool has
several graphs and charts that show the students progression. I have always enjoyed having
these printouts for parent teacher conferences. The information has also helped when planning
reading groups. Our school also uses the Accelerated reader portion as well. After assessing the
students, they can see how they did and then go to the library and pick books that are in their
level of ability. It has been a great tool to have at our school.
The next assessing tool we use at our school is the MAP test. We test students three
times a year: Fall, Winter, and Spring. This test has been very beneficial at our school and gives
tons of detailed reports to help us with our instructional planning. We use the students RIT
scores to group students during our intervention block. This gives us the opportunity to focus
directly on the skill that group is lacking. We have seen tremendous growth since using this tool.
DIEBELS is another important tool that schools can use for reading. This test helps
target those early literacy skills. This test is also administered similar to MAP, in the Fall,
Winter, and Spring. This test is administered individually with a reading booklet in one minute
intervals. Something great about this test is paraprofessionals can help administer it, so no time
is lost by the teacher. This test has been proven very reliable and no expense on the school.
ASSESSMENTS
7
The last test is Developmental Reading Assessment is similar to the STAR test. It is a
standardized test to determine reading instructional levels. The test consists of reading a
selection and retelling it to the proctor. The downfall to this test is its limited grade level of
grades 1-3. It is also given three times a year, except the middle test is used more for progress
monitoring.
ASSESSMENTS
8
References
Bartlett, B. M. (2004). Computerized reading assessment using the star reading software.
Dynamic Indicators of Basic Early Literacy Skills: UO DIBELS Data System. (2020). Retrieved
30 August 2020, from
https://dibels.uoregon.edu/assessment/dibels#:~:text=The%20Dynamic%20Indicators%2
0of%20Basic,literacy%20and%20early%20reading%20skills.
Elliott, J., Lee, S. W., & Tollefson, N. (2001). A reliability and validity study of the Dynamic
Indicators of Basic Early Literacy Skills—Modified. School Psychology Review, 30(1),
33-49.
Harding, L., Alderson, J. C., & Brunfaut, T. (2015). Diagnostic assessment of reading and
listening in a second or foreign language: Elaborating on diagnostic principles. Language
Testing, 32(3), 317-336. doi: 10.1177/0265532214564505
The Impact of the measures of academic progress on differentiated instruction and student
achievement. (2020). Retrieved 30 August 2020, from
https://ies.ed.gov/ncee/edlabs/projects/rct_245.asp?section=ALL#:~:text=The%20MAP%
20assessment%20inc20severalludes%,student%20for%20two%20consecutive%20years.
Medford, R. S. (2014). An analysis of teachers’ classroom instructional activities based on
NWEA” Measures of Academic Progress”(MAP) Data.
Shields, J. (2008). A comparison of the NWEA measures of academic progress and the Missouri
Assessment Program (Doctoral dissertation, University of Missouri–Columbia).
COMPARISON MATRIX FOR TYPES OF READING ASSESSMENTS
Comparison Matrix for Types of Reading Assessments
Brissa Flores
Grand Canyon University: REA-510
October 26, 2020
1
COMPARISON MATRIX FOR TYPES OF READING ASSESSMENTS
2
Comparison Matrix for Types of Reading Assessments
Introduction
The following assessment matrix explores the four types of evaluations: screening,
progress monitoring, diagnostic, and outcome assessments. The matrix shows the type, purpose,
strengths, limitations, frequency of administration, and how the teachers use the results to inform
instructional decisions.
COMPARISON MATRIX FOR TYPES OF READING ASSESSMENTS
Types of Reading Assessments
Name of
Assessment
Screening Assessment
Type of
Assessment:
Formal/ For all students
Purpose:
Teachers
use screening
assessments to detect
children at high risk of
reading challenges
(Assessment: In-Depth,
2020). It is used early to
identify struggling
children to formulate
instructional plans to
avert long-term reading
problems. (Munger,
n.d.)Teachers can use
the tests for all students
Progress
Monitoring
Assessment
Formal/ For all
students
Teachers use progress
monitoring
assessments to test
their student’s
educational
performance
(Munger, n.d.). It
allows educators to
measure the learners’
improvement rates
against specific goals
(Munger, n.d.). The
educator uses the
assessment to
evaluate all the
students’ progress.
Once the teacher
identifies a struggling
student, they prepare
an intervention plan
(Good, 2015)
3
Diagnostic Assessment
Outcome Assessment
Informal/ For distinct
students
Formal/ For all students
Unlike the previous two
assessments, the teacher
administers this
evaluation to distinct
children whose reading
needs continue to rise
regardless of the
rigorous interventions
offered (Munger, n.d.).
This test is usually
standardized in nature
and requires highly
skilled literacy experts
such as school
psychologists and
special educators. The
purpose of diagnostic
evaluations is to provide
a more profound
knowledge of specific
students’ skills (Munger,
n.d.). Highly-trained
educators administer the
test to individual
students. The standard
type of diagnostic test is
norm-referenced. This
diagnostic test measures
Educators also call
these assessments
high stakes.
Teachers use these
types of
assessments based
on percentiles and
standard scores to
compare specific
student’s
performances to
others of the same
grade-level within
the district
(Munger, n.d.).
COMPARISON MATRIX FOR TYPES OF READING ASSESSMENTS
Strengths:
•
•
•
•
It takes a short
time to prepare
and is easy to
administer.
Serves as a
warning beacon
for struggling
and at high-risk
children
It allows the
teacher to make
instruction
strategies earlier
on in their
programs.
Helps teachers to
detect underlying
problems not
easily detectable
in daily learning
(Assessment: InDepth, 2020)
•
•
Allows the
teacher to
monitor
students’
progress
Unlike
screening
tests that
provide a
snapshot,
progress
monitoring is
progressive,
helping the
teacher make
point
decisions.
(Assessment:
In-Depth,
2020)
the struggling student’s
scores against a norm
sample, who are groups
of students who took the
same test through
standardized procedures.
• The teachers can
identify
individual
student’s needs
based on their
strengths and
weaknesses.
• Provides indepth knowledge
of specific
student’s skills
and deficits.
• Helps teachers to
modify activities
and content for
more practical
learning
• The teacher can
identify the skills
gap between
specific
individuals and
subject
matter(Assessme
nt: In-Depth,
2020)
4
•
•
Helps teachers
to evaluate the
effectiveness of
curriculum
design
Helps teachers
to measure the
implementation
and the
educator’s
efforts during a
specific school
year
COMPARISON MATRIX FOR TYPES OF READING ASSESSMENTS
Limitations:
•
Due to their
transient nature,
they might fail to
accurately detect
struggling
children or those
at high risk,
leading to false
positives
(Assessment: InDepth, 2020).
•
•
•
•
Since
progress
monitoring is
progressive
and
administered
frequently, it
may not be
straightforwar
d to prepare
(Good, 2015).
It can lead to
false positives
due to its
repetitive
nature, where
the teacher
provides the
same reading
texts for
reassessments
.
It helps
teachers to
establish
whether a
specific
intervention is
working or
not (Munger,
n.d.).
It gives little
or no
•
•
Teachers cannot
administer the
tests en masse
and may
consume much
time to tailor the
evaluations to
each student’s
specific needs.
It may be
difficult for
educators to
understand why
students
achieved a
particular score
and require
further
investigation
(Assessment: InDepth, 2020)
5
•
•
An outcome
assessment’s
primary
weakness is the
considerable
workload that
educators need
to plan,
develop, and
design the
training
program
(Munger, n.d.).
They are timeconsuming and
costly
(Assessment:
In-Depth, 2020)
COMPARISON MATRIX FOR TYPES OF READING ASSESSMENTS
When
Usually, the beginning,
Administered: middle, and end of the
school year
(Assessment: In-Depth,
2020).
Frequency
Given:
Three times a year
Who
Administers
it:
Any classroom
educator/ instructor
Instructional
Decisions
from Data:
•
It provides
preliminary data
for teachers to
plan their next
curse of action.
The teacher may
use the data, say
from a reading
test, and
compare it to the
desired
performance
guidance on
the exact type
of
intervention
(Assessment:
In-Depth,
2020)
Starts from a given
point and then
becomes continuous
throughout the year
(Assessment: InDepth, 2020)
At frequent intervals,
say once every week.
Any classroom
educator/ instructor
•
Since it uses a
progress chart
to show
children’s
progress, it
helps the
teachers know
whether the
current
intervention is
working for a
particular
At a specific point
where the need arises
6
At the end of the school
year
Not more than once per Once a year
year for normreferenced tests
Highly-trained educators Any classroom
such as special
educator/ instructor
educators, language and
speech pathologists,
reading teachers, and
school psychologists.
• Teachers may
• Teachers use
use the results to
the results to
plan for more
evaluate the
focused
success of
intervention for
curriculums and
students who
their
seem to lag
implementation.
behind or not
Moreover, they
respond to
test the teacher’s
particular
performance
interventions.
against other
COMPARISON MATRIX FOR TYPES OF READING ASSESSMENTS
level (Munger,
n.d.).
child or
intensifying
the
intervention
using
researchbased
interventions.
Therefore the
teacher knows
when to
change,
reduce, halt,
or adopt
another
(Assessment:
In-Depth,
2020).
•
The teacher may
also aggregate
the results with
other assessment
types to establish
whether
particular
students have a
learning
disability that
requires special
education
services
(Assessment: InDepth, 2020).
7
districts
(Assessment:
In-Depth,
2020).
COMPARISON MATRIX FOR TYPES OF READING ASSESSMENTS
8
References
Assessment: In Depth. (2020, October 16). https://www.readingrockets.org/teaching/reading101course/modules/assessment/assessment-depth
Good, R. H. (2015, May 19). Improving the efficiency and effectiveness of instruction with
progress monitoring and formative evaluation in the outcomes-driven
model. Invited presentation at the International Conference on Cognitive and
Neurocognitive Aspects of Learning: Abilities and Disabilities, Haifa,
Israel. https://dibels.org/papers/Roland_Good_Haifa_Israel_2015_Handout.pdf
Munger, K. A. (n.d.). Steps to Success: Crossing the Bridge Between Literacy Research and
Practice. https://courses.lumenlearning.com/literacypractice/chapter/5-types-of-literacyassessment-principles-procedures-and-applications/
COMPARISON MATRIX FOR TYPES OF READING ASSESSMENTS
9
Video Link: https://youtu.be/kcRzBsNnyvk
Sydney Stringer-Johnson
GCU REA 510
Dr. Mary Powell
February 10, 2021
1
The purpose of the presentation is to inform new teachers on assessment terms and their
relationship to reading assessment.
Reading or Literacy Assessment
Literacy assessment refers to formal or informal examination students take to evaluate
their performance on literacy tasks and help in the decision-making process. In the classroom
literacy assessment takes the form of a written examination. Literacy data is collected often to
ensure students do not fall behind their reading abilities. The assessment data is also collected to
ensure remediation and intervention are implemented effectively. And in case of changes, the
teachers are advised based on the data. A reading specialist works with the teacher to determine
the efficacy of remediation or interventions to improve literacy and make adjustments where
necessary. Teachers and students work together to develop appropriate literacy goals to enhance
their learning.
Language Assessment
Language assessment is a formal assessment to determine the oral language abilities of a
student while focusing on five areas. The areas are sound or phrase recognition, production,
comprehension, vocabulary, and storytelling. The Test of English as a Foreign Language
(TOEFL