Description
Analysis of Assessment
Reading/Literacy specialists have a responsibility to lead and support literacy components on a school campus. One part of the leadership process is implementing PLCs in which grade level or content area teachers come together to analyze assessment data and collaboratively engage in establishing differentiated support interventions to meet all student needs.
For this assignment, review the scenario listed below related to a grade level PLC to determine how you, in the role of reading/literacy specialist, would approach a PLC meeting to serve the situation best.
Scenario: The second-grade PLC team has established a great rapport meeting once a week for the last three years to lesson plan together. Their students just completed the district’s reading benchmark pre-assessment, and the data has just been shared with you, the reading/literacy specialist. In reviewing the data, you are surprised that 75% of the students have tested with “average to below average” scores in phonics and fluency skills.
Create a 500-750 word resource document that the reading/literacy specialist would share with teachers while leading the PLC team in a collaborative discussion.
Include the following:
- An explanation of how you would analyze the test data to guide future instructional planning
- Strategies for addressing the phonics and fluency skills scores
- The future goals and next steps
- Resources you would share with the team to support classroom reading instruction.
Support your resource document with 3-5 scholarly resources.
While APA style format is not required for this assignment’s body, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric before beginning the assignment to become familiar with the expectations for successful completion.
Reading Resources
1. Read Chapters 1 and 4.
2. Read “Classroom Strategies Coaching Model: Integration of Formative Assessment and Instructional Coaching,” by Reddy, Dudek, and Lekwa, from Theory into Practice (2017).
REA-515
Class Code
REA-515-O500
Criteria
Criteria
Percentage
100.0%
Analyzing Test Data
20.0%
Strategies
20.0%
Future Goals and Next Steps
20.0%
Reading Instruction Resources
20.0%
Organization
10.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
5.0%
Format and Documentation of Sources (layout,
citations, footnotes, references, bibliography,
etc., as appropriate to assignment and style)
5.0%
Total Weightage
100%
Assignment Title
Analysis of Assessment
No Submission (0.00%)
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Total Points
55.0
Insufficient (69.00%)
An explanation of how to analyze the test data to guide
future instructional planning is insufficiently included.
The strategies for addressing the phonics and fluency skills
scores are ineffective and poor.
The future goals and next steps are flawed and fail to
properly address the scores.
The resources that would be shared with the team to support
classroom reading instruction are inappropriate and
irrelevant.
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 and/or incorrect, as
appropriate to assignment and style, with numerous
formatting errors.
Approaching (74.00%)
An explanation of how to analyze the test data to guide
future instructional planning is unclearly included.
The strategies for addressing the phonics and fluency skills
scores are marginal and weak.
The future goals and next steps are lacking details and
ambiguously address the scores.
The resources that would be shared with the team to support
classroom reading instruction are minimal and vague.
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 some key formatting and citation errors are
present.
Acceptable (87.00%)
An explanation of how to analyze the test data to guide
future instructional planning is clearly included.
The strategies for addressing the phonics and fluency skills
scores are effective and logical.
The future goals and next steps are detailed and properly
address the scores.
The resources that would be shared with the team to support
classroom reading instruction are appropriate and relevant.
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%)
An explanation of how to analyze the test data to guide
future instructional planning is thoroughly included.
The strategies for addressing the phonics and fluency skills
scores are innovative and compelling.
The future goals and next steps are in-depth and
comprehensively address the scores.
The resources that would be shared with the team to support
classroom reading instruction are exceptional and relevant.
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.
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.
Comments
Sources are documented completely and correctly, as
appropriate to assignment and style. Format is free of error.
Points Earned
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