Kayla read 53 words correctly out of 76 total words, scoring 69.7%. This percentage places Kayla in the frustration reading level for word accuracy, which is reading 68 words or less correctly and scoring at or below 90%. Kayla substituted words as the majority of her mistakes, she never repeated, reversed, or appealed. Some examples of her substitutions are: sometimes for “Sara”, becomes for “asked”, and explaining for “string”, there were about 20 substitutions in all. These mistakes made the passage difficult for her to understand because when the sentence said, “Mom, do you have some string?”…
To measure Richard comprehension a Readwork passage was selected for Richard to read and measure his response. The passage was at a 1st grade level “A Special Spider”. Richard read the passage independently and answered the questions. Out of the 4 multiple choice questions Richards received 3 of the response correct. The 2 written response Richard answered, Richard was able to refer to the passage to answer both questions.…
I chose to use the SENA1 assessment for my student, whom I will refer to as E, because he is in first grade. He is receiving extra help in math and is making great progress. He is also very young for his grade being as his birthday falls in August. E is very excited to work on homework with me, however, he is often looking to know if he right or wrong. Because of this, I recorded the assessment.…
As such, the item banks of standardized tests should be expanded by including performance tasks (e.g., short-answer, long-response, essay, and so on) in addition to the multiple-choice test format. While they allow for timely and efficient…
1.There is instructions for the first portion, but not for the speaking portion, so I will give this a score of 2. 2) There is a short instruction at the beginning, but there isn’t any written instruction for the short speech following the test. I think it is very fair and direct for the first section, but I think the speaking section needs to be explained by being written down. In any event, I give this a score of 2. 3)…
One of the questions dealt with asking about what he viewed as distractions. By asking this question, it led him to discuss some of the issues that he was dealing with at home, such as his parents’ divorce and their custody issues. This helped guide the conversation and helped me start to understand why he may have been acting the way he was. However, there were some questions that I wished I would have asked during the assessment. I do not believe that I fully discussed with him about how he felt about his homework and his grades.…
Assessment Task 1 – Assessment Type: Folio (25%) Name: Jordan Clarke – 837969J Investigating Myself as a Learner Assessment Type 1: Folio Students provide evidence of: • knowing and understanding the five capabilities • identifying, exploring, and developing personal and learning goals • developing strategies to achieve their goals • selecting and developing at least one capability relevant to achieving their goals. For this assessment type, students provide evidence of their learning in relation to the following assessment design criteria: • understanding the capabilities • developing personal and learning goals. Complete each task in this section before continuing on to the next! 1. Career Investigation (500-700 words) Investigate two…
Standardize tests such as the SAT, have been an influential factor when determining student success. These tests are used to assess a student’s capability and proficiency in various subjects as a baseline. English however, is a complex topic there is not a simple clear cut answer for a question. There is no right or wrong answer in literature and this generates a broad variety of responses, therefore, rubrics are used to make grading more efficient. To help students pass this exam teacher formulates a strategy to guide the writing process of a student.…
Analysis of Running Records The names below are the names of the students that I have assessed by performing running records according to their instructional reading level. Kelly, Lilly, Roxanne, and Andres are reading below grade level, they are English Language Learners and they are in an all English instruction classroom. For all four students, I used reading assessments from the McGraw-Hill Website which provided me reading passages with two questions at the end to check for comprehension. Since my students are reading at different reading levels, I had to provide them with different reading passages based on their reading levels, I used a total of two different passages since I have two students reading at first grade level, and the…
These tests further improved the students writing skills by putting a time constraint on them. Also, Mazur gave her juniors a rhetorical book to study the first two chapters about writing and how to structure their papers to be a better a writer or speaker. She sprinkled vocabulary worksheets throughout the year to further bolster and expand the vocabulary of the pupils. This especially helped during the timed essays on the AP test. Mrs. Mazur’s students also had to read two pleasure books and four assigned books.…
I loved the way Mr. Hossack conducted this particular lesson because of the way the students took responsibility for their own learning! The way he guided them through a complex process was brilliant. Desired Results-- learning objectives: Mr. Hossack not only posted the class objectives on the board, he discussed them with the class and made sure they understood the vocabulary used in the objective as well as what learning outcome to expect. The students were clearly accustomed to discussing the objectives before beginning the activities. Assessment Evidence Mr. Hossack used both formal and informal methods of assessment.…
My classroom is made up of 6 English leaners (ELs), one of them is a CELDT level 2, one is a CELDT level 3, three are at CELDT level 4, and one is a CELDT level 5. The CELDT level 2 student can repeat sentences, phrases, and speak in simple sentences. This student can also write in simple sentences and excels in mathematics. Will need a lot of repeated oral vocabulary in order to grasp the academic language. The CELDT level 3 student can easily recall facts when prompted, but can’t remember them when he is working by himself.…
This shows that some students may misunderstand a question and get it wrong, but the student would have gotten it right if it was worded a different way, making some schools do bad and others good. That explains how tests have not improved student…
For example will assessment be initial/pre course, formative, summative or based on recognised prior learning. The assessor will need to decide the methods or activities to be used for assessment such as observations, performance evidence, discussion or witness/learner statement. How knowledge and understanding is going to be assessed also needs careful thought and could include tests, multiple choice questions, written assignment/task, a reflective journal, verbal questioning or naturally occurring evidence, all of which need to be fit for purpose and relate to the learner’s specific needs. Further considerations for assessment planning are to determine who will be assessing the learning/learner and how progress will be monitored and reviewed following feedback. 3.2 Evaluate the benefits of using a holistic approach to…
Friday9/25 Formal Formative Assessment #3 Formative Assessment #3 – 3 days into this unit Time: 20 minutes (/discuss) Present point of view/ 1 hour - individual evaluation (Occurs after assigning the writing task and students have developed a tentative thesis statement) At the this point, students will draft a statement addressing the “biggest concern” they have about writing this particular paper. Allow students to discuss in small groups while teacher circulates to assess what is needed to progress to the next step in this writing task.…