1. Assessment
Chapter 3
Lisha Fluellen
February 5, 2017

2. Assessment
Assessment is the process of gathering data in order to better understand the strengths and weaknesses of students learning.
Formal Assessment-standardized tests given under controlled condition so that groups with similar backgrounds can be compared.
Informal assessments record observation using anecdotal records

3. Standardized Assessments
Advantages
Indicates if a student needs additional screening
designed for validity and reliability
Reliability measures what it claims to measure on a consistent basis
Disadvantages
Multiple choice format allows for guessing and can result in accurate scores
Some students could potentially answer questions correctly without comprehending text.

4. Intelligence tests determine the scholastic aptitude of students
The 11 Standards for the Assessment of Reading and Writing were written by The National Council of Teachers of English and the International Literacy Association
Tests based on Common State Standards
Smarter Balanced Assessment(SBAC)
Partnership for Assessment of Readiness for College and Careers(PARCC)
Intelligence, achievement and diagnostic are three types of formal standardized tests
Intelligence tests determine the scholastic aptitude of students
Assesses the ability to comprehend complex texts
Analyze sources in writing
Conduct and report on research
Speak and listen while assessing
Critically read complex literacy and information texts
Produce writing for different purposes

5. Individual and Group Intelligence Test
Achievement Tests
measure the current level of a student’s performance in a variety of areas
two types of achievement tests
normed reference
students achievements are compared to level national norms
results are reported in forms”
grade equivalent scores
stanine scores
percentile ranks
standard score
criterion-referenced
helps teachers identify student weakness
students performance can be compared to a pre-determined
goal
Diagnostic tests determine a student's strengths and weaknesses can
be administered in groups and individually

6. Informal Assessments gauge individual students
diagnose reading problems
check student's reading level
analyze which cueing systems students use when making sense of print
highlights student's interest and aptitude
monitor Growth
allow for reflection on literacy
opportunities for setting realistic goals
supports teacher in planning for instruction

7. Informal Tests Emergent Reading and Writing Instruments
administered individually
Informal Reading Inventories
set of leveled words with comprehension passages
Miscue Analysis
designed by Yetta Goodman and Carolyn Burke
Miscues can change, disrupt or enhance the meaning of a written text
Assessments are administered individually to determine what a child understands about reading and writing
Print concepts are assessed

8. Types of Miscues substitutions mispronunciations
often reflects a student's dialect
repetitions- words that students repeats
insertions-are words that student add to the text
omission--words that are dropped from text
retrospective miscue analysis
running records
cloze tests

9. Informal Assessment Running Records designed by Marie Clay
allows for observation of student, score and interpret a student's reading behavior
three step process-record, examine and determine
goals
determine a student's instructional level
analyze cues used and neglected during reading
analyze the student's strategic processing of text
quantitative analysis identifies the reading level
qualitative analysis determines which cueing system the student uses

10. Informal Assessment Cloze tests Maze tests Anecdotal Records
understand how readers use context and background
for instruction
determine if text is too easy or too difficult
Maze tests
purpose is to allow younger students to show what background knowledge and context clues they use when they encounter unknown words
Anecdotal Records
notes a teacher makes about a student behavior
begin taking notes at the beginning of the year until the end of the school year

11. Informal Assessments Checklist Rubric
used to gauge literature gains throughout the year
objective
to assist with observation of behaviors and performance
to assist in planning for instruction
to compare evidence of behaviors over time
Rubric
describes the knowledge and skills a particular project or performance demonstrates
scoring guides for particular assignments or evaluation
identify weaknesses of individual students

12. Informal Assessments Portfolios-Collections of student work
Working portfolios
best-work portfolios
growth portfolios
electronic portfolios
English Learners
LAS-O and LAS-RW
measures growth -not diagnostic
Authentic assessment measures knowledge
permits the student to demonstrate knowledge through non-language methods
observation of student's abilities and willingness to participate in literacy discussions

13. Authentic assessments for ELL
Hurley and Blake's six principals for authentic assessments(2000)
activities should aid in making instructional decisions
strategies should aid in teachers finding out what students know and can do
holistic context for learning should be considered and assessed
activities grow out of authentic learning
longitudinal are best
specific objective-linked purpose

14. Informal Authentic Assessments
Language experience approach(LEA) --the teacher writes the text as the student dictates the experience
Lenski suggested modifications for teacher created assessments
oral tests-reading the test to the students and allowing oral responses
testing in small segments
using visuals like photos, drawings, charts etc
use of glossaries in English or native language
simplify vocabulary
simplify directions
write tasks instead of questions
take frequent breaks
give double grades-on essays correct response and grammar correctness

15. How to know your students and how they get to know themselves
Use of surveys(pp.66-69)
personal surveys
literacy perception scales
student self assessment
book logs
skill logs
reflection logs
goal setting logs
Technology and assessment-many free sites that can be uses to asses the students a different way(page 70)

16. Resources
DeVries, B. A.(2008). Literacy assessment & Intervention For Classrooms Teachers.
Holcomb Hathaway, Publishers, Arizona.