Link to form:
https://docs.google.com/document/d/1QYTGVpS4dErSmW1UVVv1veuseSN7UJnmfIXmn5ZI-Bk/edit?usp=sharing
Instructions:
Learning Objective
Explain the purposes, strengths and limitations, formats, and the appropriateness of various types of informal and formal assessments.
Directions
Throughout the semester you will be tracking your learning about literacy assessment by curating a literacy assessment notebook. This notebook will not only serve as documentation of your understanding of various literacy assessments, it will also be a valuable resource that you can bring with you into your practice as a literacy educator.
Below you will be able to access your individual copy of your personal Assessment Notebook in Google Docs (for more information about how this works, please visit this page (Links to an external site.)). Across this semester, you will see assignments for Assessment Tools Notebook. This assignment is worth 80 points total, and its completed version is due on May 15, 2022; however, I strongly recommend that you keep up with it as Assessment Tools Notebook entries are assigned.
Scoring
It will be scored based on completion and quality of the information within the template. For each week, the entries will be scored based on the below. Check out an exemplar of what each entry should look like here: Demo Assessment Notebook (Links to an external site.)
2 points – Description: All tools for that week from the assignment page are included and each entry describes the tools purpose briefly.
2 points – Purpose/Use: Entry explains who you would use this tool with and what skill(s) is/are assessed using this tool.
2 points – Administration & Analysis: Entry describes briefly how one would administer, score, and interpret this assessment.
2 points – Pros/Cons: Entry describes the benefits and drawbacks of this tool from either a student or teacher perspective.
2 points – Link/Where to Find: Entry includes a link or book & page number where the tool can be found.
Use these links to navigate to the tools you need to include in your Notebook before scrolling to the bottom to edit your individual Google Doc.
Week 3: Social & Emotional Factors
Week 6: Text-Dependent Questions
Week 8: Emergent Literacy Assessments
Week 9: Word Recognition
Week 11: Developmental Spelling
Week 12: Fluency
Week 13: IRI/Running Record
Week 14: Traits of Writing
Week 3: Social & Emotional Factors
Overview
Within Module 1, we have explored a broadened notion of literacy as a social practice, which includes many languages, literacies and discourses, including out-of-school practices. We have also discussed how our assessments and the ways in which we discuss literate development have the power to shape how individuals see themselves in relation to academic literacy. These are both examples of how social and emotional factors impact literacy acquisition and development. Thus, understanding how these social and emotional factors impact each of your students is an important component of literacy assessment.
Tool 1: Inventories
Review the following blog post to learn about how inventories can be used to build relationships and get to know students.
A 4-Part System for Getting to Know Your Students (Links to an external site.)
Tool 2: Burke Interviews
The tool linked below is a specific interview protocol that offers insight into the beliefs that students bring to literacy. (HINT: You can use the link below in the Link/Where to Find column.)
Burke Reading/Writing Interview and Rationale (Links to an external site.)
Tool 3: Elementary Reading Attitude Survey (ERAS)
The tool linked below provides information about students’ attitudes toward recreational and academic reading. (HINT: You can use the link below in the Link/Where to Find column.) [NOTE: While this is no longer a “new” tool, it continues to be valuable.]
Elementary Reading Attitude Survey
Week 6: Text-Dependent Questions
Overview
Within Module 2, we have analyzed text complexity of literary and informational texts across a range of dimensions so that we can determine how to best support students with meaning making through the “tricky” parts of the text. We also looked at how to build sequences of questions that are text-dependent. These questions can serve as an instructional tool, but they also reveal much about how a student is comprehending a particular text.
Tool: Text-Dependent Questions
You can review the information presented in the readings and videos this week to complete this notebook entry about text-dependent questions. As you know, however, TDQs are specific to the text from which they are drawn. I also want you to think about how we can track comprehension across different texts. Please review the blog post below by Dr. Timothy Shanahan for ideas related to comprehension assessment across texts. Be sure to add some information about this to your entry to show that you have considered how to track the development of comprehension over time.
How to Analyze or Assess Reading Comprehension (Links to an external site.)
Week 8: Emergent Literacy Assessments
Overview
This week you learned about concepts related to emergent literacy and characteristics of learners in this stage. There are various assessment tools that are helpful to evaluate students’ strengths and next steps for instruction within this stage of development. Each of the tools listed below are reviewed in the Emergent Literacy Assessments screen cast.
Tool 1: Alphabet
See the Emergent Literacy Assessments screen cast and pp. 388 – 389, 397 – 399 in Words Their Way Appendix.
Assessing Letter-Sound Correspondence (Links to an external site.)
Tool 2: Phonological Awareness
See the Emergent Literacy Assessments screen cast and pp. 389 – 391, 397, 400 – 402 in Words Their Way Appendix.
Phonemic Awareness Assessment: Kindergarten Mid-Year (Links to an external site.)
Tool 3: Phonics & Spelling
See the Emergent Literacy Assessments screen cast and pp. 392 – 394, 397, 403 – 406 in Words Their Way Appendix.
Tool 4: Concepts About Print
See the Emergent Literacy Assessments screen cast and pp. 394 – 395, 397, 407 in Words Their Way Appendix.
Tool 5: COW-T
See the Emergent Literacy Assessments screen cast and pp. 395 – 396, 397, 408 – 411 in Words Their Way Appendix.
Week 9: Word Recognition
Overview
This week we focused in on phonics/decoding and automatic word recognition as we learned about learners in the Letter-Name Alphabetic and Within-Word Pattern stages of orthographic development. The assessment tools below provide ways of evaluating students’ acquisition of phonics patterns, basic decoding, whole word recognition, and multi-syllabic decoding. The information in the Word Recognition screen cast provides information about each tool.
Tool 1: Decoding Inventories
Phonemic Awareness and Phonics Assessment for 1st Grade (Links to an external site.)
Informal Decoding Inventory (Links to an external site.)
Tool 2: Names Test
Names Tests: Level 1 & 2 Forms A, B, C (Links to an external site.)
Tool 3: Sight Word Lists
Fry Sight-Word Inventory (Links to an external site.)
Where-To-Start Word List (Beginning – Level 4) (Links to an external site.)
Where-To-Start Word List (Level 2 – 8)
Week 11: Developmental Spelling
Within Module 3, we have focused on the developmental progression of orthographic knowledge. In other words, we have examined concepts and practices related to helping children “crack the code” of English, so that they can read independently with comprehension.
Tool 1: Developmental Spelling Inventories
Primary Spelling Inventory – WTW text, pp. 373-379 -Words Their Way Appendix
Elementary Spelling Inventory – WTW text, pp. 373-375; 380-382 – Words Their Way Appendix
Upper Elementary Spelling Inventory – WTW text, pp. 373-375; 383 – 386 – Words Their Way Appendix
Week 12: Fluency
Overview
Within this module, you are learning how to learn about and assess students’ literacy development from listening to them read aloud. One thing you can learn from listening to oral reading is how fluent the student’s reading is. The tools below are used to assess reading fluency.
Tool 1: Words Correct Per Minute
This tool is explained on the Video Set: Fluency page.
Tool 2: Multidimensional Fluency Scale
This tool is explained on the Video Set: Fluency page.
Week 13: IRI/Running Record
Overview
Within Module 4, you have learned about various tools you can use to learn about students’ reading development and reading behaviors through observation while the child reads aloud. The tools below support your ability to record students’ reading behaviors, analyze the informational systems they use to process print, and make instructional decisions.
Tool 1: Informal Reading Inventories
These were discussed in the Week 12 readings. For this entry you can provide a somewhat general overview of the process/purpose. You can provide a more detailed description of the “coding oral reading” step in the next entry. Here is an example of a very basic informal reading inventory: Informal Reading Inventory (Grades 1 – 6 Download Informal Reading Inventory (Grades 1 – 6)
Tool 2: Running Records/Miscue Analysis
These were discussed in the Week 12 Readings and the Running Record Video Tutorials. Although IRIs include a step where the teacher “codes oral reading,” running records can be used more informally for formative assessment purposes. Be sure to note the different purpose that running records can serve and provide a more detailed description of their administration and analysis here.
Week 14: Traits of Writing
Overview
Within Module 5, we have been exploring some common language we can use to describe specific qualities of a piece of writing. When we are able to describe which traits of writing are present in student writing, that often helps guide us to our next steps for teaching for a particular student or group of students.
Tool 1: Traits of Writing Rubrics
Revisit the resources found in Week 14 Readings.
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