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Reading Assessment

Reading Assessment. Chapter 11. Differentiated Instruction is needed because:. The range of reading abilities widens at each succeeding grade level. Teachers must be able to note these differences in order to teach to them. Assessments must be continuous because levels of performance change.

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Reading Assessment

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  1. Reading Assessment Chapter 11

  2. Differentiated Instruction is needed because: • The range of reading abilities widens at each succeeding grade level. • Teachers must be able to note these differences in order to teach to them. • Assessments must be continuous because levels of performance change.

  3. Forms of Assessment • Standardized Tests given in a controlled manner. • Typical features: • Overview • Directions for Administering • Directions for scoring. • Types of scores. • Using results • Norming data

  4. Is the test a good test? • Reliability-Can the test be given again with the same results. • Validity-Does the test measure what it is designed to measure • Content validity-Tests measures what the students had an opportunity to learn. • Criterion validity-Predicts future success, or estimates current performance. Important for reading readiness tests. (Coefficient of correlation between two similar tests).

  5. Grade Equivalents • Students performance in relationship to average score for grade level. • Watch for scores which are inflated or deflated by more than 1 ½ years.

  6. Criterion referenced tests • Number of objectives met for mastery is determined by the testing company or the testor. • Diagnostic Tests-Usually measure vocabulary and comprehension with a total score which includes both. • Standardized Tests-Don’t reflect all of the skills the students have; They tell little about the individual student’s problems and learning processes. They do tell information about the total school’s progress.

  7. Informal assessment • Teachers observe and interact with students as they read and write. • It’s a good idea to assess while you teach. • Informal Reading Inventory allows you to do that.

  8. IRI(oral or silent) has three parts: • 1. Graded word list • Places the student at correct grade level for the remainder of the test. • Strategies for word identification and decoding skills can be observed. • 2. Graded reading passages • Does the reader use context clues? • How much attention is placed on meaning? • Does the student use strategies to unlock words? • 3. Comprehension questions. • 5-10 questions for each passage. • Also ask student for retelling.

  9. Information gained from IRI • Student can blend initial blends and digraphs and knows root words with suffixes. • Student looses place often and lack persistence. • Student recognized main idea and notices humor. S/he is able to interpret figurative expressions. • Student has self confidence with good language abilities: good vocabulary and sentence patterns vary. P.464

  10. Comprehension questions measure: • Understanding of vocabulary. • Character development • Plot of the story with problem and resolution. • Background knowledge • Main ideas and supporting ideas • Literary devices: personification, etc.

  11. Recording oral reading errors: • Omission • Substitution • Insertion • Unknown words • Transposition • Repetition • Mispronunciation • Self correction.

  12. Reading Compency Level • Independent • Instructional • Frustration • Each level is measured based on oral reading and comprehension. • Appropriate levels are debated.

  13. Betts levels are high: • Independent oral: 99%; comprehension 90% • Instructional oral: 95%; comprehension 75-89% • Frustration oral 90%; comprehension 50%

  14. Powell’s Levels change with grade level: • Independent: oral 94-97 Comp. 81-91% • Instructional: oral 87-96% Comp. 65-80% • Frustration: oral 86% Comp. 54-64%

  15. Cloze procedure • Informal measure of reading ability using a written passage of about 250 words. Every 5th word is deleted. These can be any part of speed. Only the exact word can be counted correct. 61% correct tells reading level. • You are able to gain information about the student’s ability with syntax, semantic, and reasoning. This is a quick measure. • Modification is the maze procedure with gives 3 choices to fill in the blank.

  16. Authentic Assessments and Performance based assessments: • Go beyond basic skills. • Shows students ability with word knowledge. Strategies in content areas. Students read and write meaningful text and real literature.

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