Assessment Strategies Flashcards
Which reading assessment would a teacher administer to find independent, instructional, and frustration reading levels?
Reading Running Record
Fluency Assessment
Informal Reading Inventory
Fry Readability
Informal Reading Inventory
What is the purpose of RTI/MTSS?
To raise the achievement of all students, especially those who are at risk for failure
To raise the achievement only of ELLs
To raise the achievement only of lower socio-economic students
To raise the achievement only of for at risk students and ELLs
To raise the achievement of all students, especially those who are at risk for failure
A reading specialist uses this assessment to ensure that emergent readers are meeting the district benchmarks. He asks each student to read from a benchmark book every four weeks and notes each student’s advancement on appropriate forms. He plans to remediate students or enhance their reading abilities. The assessment the specialist is using is a (an)
Fluency Assessment
Informal Reading Inventory
Reading Running Record
Lexile Scale
Reading Running Record
At the beginning of first grade, a student should read 60 words per minute orally. At the end of first grade, a student should read 80 words per minute orally. A first grade teacher wants to make sure her students are progressing toward meeting their end of the year goal of reading 80 words per minute. She asks individual students to come to her desk and read a text orally for one minute. She then records the number of words per minute each child read and creates a bar graph of the student’s growth after each reading. What assessment is the teacher using?
Fluency Assessment
Informal Reading Inventory
Reading Running Record
Lexile Scale
Fluency Assessment
Mr. Green is excited to show parents the great work that his students have done since the beginning of the year at open house. He places each portfolio on the students’ desks containing the best examples of students’ writings and self-portraits. At the end of the year, the teacher will place the same updated items in the portfolio to show the growth the student made for the beginning to the end of the year. These portfolios are meant to
Be diagnostic and show progress
Show only progress
Show progress and outcomes of the teacher’s practice
Be diagnostic, show progress and outcomes of the teacher’s practice
Show only progress
Why is it important to get students involved in assessment?
It helps students understand the importance of making good grades
It gives the students a chance to question the teacher’s skills in making the assessment
It gives the students the ability to take responsibility for their own academic success
It allows the students to change assessment items as they wish
It gives the students the ability to take responsibility for their own academic success
Mrs. Stone, a fourth grade teacher, plans to assess her students’ expository writing with a rubric. How can she ensure that her students understand what is expected and feel that they have contributed to the assessment?
Plan to discuss the rubric with the students and invite their feedback
Post the rubric in the classroom and go over it a few times
Give the students a copy of the rubric to take home
Use the rubric to assess the student’s writing without sharing it
Plan to discuss the rubric with the students and invite their feedback
How do you find the total points on a rubric?
Multiply the numbers at the top and add the total number of criterion sections
Add the criterion sections and multiply by the lowest number that a student can score
Add the criterion sections and the highest number a student can score
Multiply the highest number the student can score by the number of criterion sections
Multiply the highest number the student can score by the number of criterion sections
What is the difference between Holistic and Analytic scoring?
Holistic scoring measures strengths and weaknesses in composition while requiring the teacher to set specific criteria while Analytical scoring evaluates general criteria.
Holistic scoring is a shortened version of an Analytic rubric and contains specific criteria to score a composition
Holistic scoring measures composition with a limited number of general criteria while Analytic scoring measures specific criteria and notes strengths and weaknesses allowing the teacher to set specific criteria
Holistic and Analytic scoring have no differences
Holistic scoring measures composition with a limited number of general criteria while Analytic scoring measures specific criteria and notes strengths and weaknesses allowing the teacher to set specific criteria
Screening measures are
Designed only for supporting at-risk students in reading
Designed to indicate possible difficulties or problems
Used only for ELLs to indicate possible comprehension problems
Used only in an approved RTI program
Designed to indicate possible difficulties or problems
Three times during the school year, Mr. Scott has his second graders read word lists and reading passages to him on an individual basis. He uses this assessment to monitor the student’s reading levels and to determine how he might need to adjust his instruction. The assessment Mr. Scott is using is
A Reading Running Record
Analytical Rubric
An Informal Reading Inventory (IRI)
Think Aloud
An Informal Reading Inventory (IRI)
Mr. Jones would like to use a set of books in his third grade reading class, but wonders if the books might be too difficult for his students. He knows that to find the readability level for these books he can use a (an)
Lexile Scale
Think Aloud
Retelling
Informal Reading Inventory
Lexile Scale
As students read, one way to gain insight into their thought process, so that guidance can be given, is through a (an)
Holistic Rubric
Think Aloud
Fluency Assessment
Retelling
Think Aloud
What is an expected level of performance on a task?
Rubric
Lexile Score
Benchmark
Think Aloud
Benchmark
Assessment can be described as
Involving the use of tasks that are typical of the kinds of reading or writing that students perform in school and out
The process of gathering data about an area of learning through tests and observations, etc.
Statements of what students should know and be able to do
The process of using results from tests, observations, etc. to judge the effectiveness of a program
The process of gathering data about an area of learning through tests and observations, etc.
