Rica: Reading Assessment

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the three primary purposes of reading assessment

Back 1

1) entry-level assessments

2) monitoring of progress assessments

3) summative assessments

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entry-level assessments

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implemented prior to instruction to determine prerequisite knowledge

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monitoring of progress assessments

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take place during an instructional unit to inform the teacher which students are making adequate progress toward achieving the target standard(s)

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summative assessments

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determine which students have achieved the target standard(s)

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alternative assessments for students with an IEP or 504

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1) more time

2) divide the assessment into smaller units

3) change the mode of delivery

4) provide practice assessments

5) provide a simpler version of the assessment

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quality indicators that apply to standardized assessments

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1) reliability

2) validity

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how to interpret the results of standardized tests

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1) percentile scores

2) grade equivalent scores

3) stanine scores

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percentile scores

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score of 63 = student scored higher than 63% of other students

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grade equivalent scores

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score of 6.3 = student performed how an average 6th grader in the 3rd month of school would

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stanine scores

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raw scores are converted to a nine-point scale, where 5 is average

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individual profile

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a chart or summary of how each child is doing in regards to the standards

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class profile

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a chart or summary of how all the children in the class collectively are performing on the standards

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assessments used to determine students' reading levels

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informal reading inventories

word recognition lists

graded reading passages

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informal reading inventory

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a collection of assessments administered individually to students; the selection of assessments depends on the student's reading level

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word recognition lists

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lists of words children are expected to be able to recognize at each reading level

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graded reading passages

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miscue analysis

graphophonemic errors

semantic errors

syntactic errors

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miscue analysis

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while the student reads aloud, the teacher keeps a detailed record of the student's performance

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graphophonemic errors

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errors related to the sound-symbol relationships of English (e.g., reading feather for father)

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semantic errors

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meaning-related errors (e.g., reading dad for father)

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syntactic errors

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errors that make syntactical sense (same part of speech) (e.g., reading into for through)

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independent reading level

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books and stories at this level can be understood and read by the child without assistance; the highest passage for which the student reads aloud 95% or more of words correctly and answers 90% or more of the comprehension questions correctly

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instructional reading level

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books and stories at this level can be read and understood by the student with help; textbooks should be at this level; the highest passage for which the student reads aloud 90% or more of the words correctly and answers at least 60% of the comprehension questions correctly

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frustration reading level

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books at this level cannot be read and understood by the child, even with help; read aloud books may be at this level; the level at which student correctly read aloud less than 90% of the words or did not answer 60% of the comprehension questions correctly

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determining independent, instructional, and frustration reading levels

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must know the percentage of words the child read aloud correctly and the percentage of comprehension questions the child correctly answered

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ways to communicate assessment results to students

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1) daily communication
2) individual conferences
3) written summaries of progress

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ways to communicate results to parents/guardians

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1) send home examples at least once per week
2) conferences
3) written summaries of student achievement of the standards
4) emails and telephone calls