Competency 13: Assessment Of Developing Literacy Flashcards
Informal Assessments
Instructor-designed. Less systematic and regimented than conventional assessments. Include: teacher observations, the types of questions students are asking, work samples. Practical in regards to preparation and grading time, and their adaptability to student and situational need.
Formal Assessments
More regimented & structured. Provide specific information about student knowledge. Can be norm-referenced or criterion-referenced.
Norm-referenced examination
Compares a student’s performance to other students’ who have taken the test. Identifies whether the test taker performed better or worse than the other test takers.
Reading comprehension tested in these ways
Retelling the passage, answering questions about the passage, sequencing key events from passage, creating project or doing activity based on info in the passage.
T O F: Reading Comprehension Assessments are the most common type of published reading test that is available.
True
Independent Reading Inventory (IRI)
Formal Assessment for reading designed to help teachers determine the student’s strengths and needs in: word recognition, word meaning, reading strategies, comprehension.
CLOZE Task
Common reading comprehension assessment. Student presented with passage and given a copy of the passage with key words missing. Student fills in the blank with the correct word.
Retelling Rubric
Oral test that requires student to recall the passage that was read. Teacher may prompt the child.
Flow Chart
Requires student to order events based on what they have read in form of pictures, written passages, or a blank graphic organizer.
Response Action
Evaluation that involves reading statements that require the student to perform an action. Correctly performing the action demonstrates comprehension. Usually used in lower primary grades. Ex) Pick up the orange square and place it beside the window.
Response Activity
Involves a project or activity based on what was read. Ex) Book report or reading response.
Criterion-referenced state tests
The test scores relate to the behavior to be expected of a person with that score or their relationship to a specific subject matter & assess to see if the students have learned the objectives & the subject matter.
Curriculum-based reading assessments
The reading assessment materials are aligned with the curriculum, usually included in the textbook or textbook support materials.
Informal reading inventories
Individually administered to help assess the students’ needs in the reading area to determine the instructional focus for the students.
The primary reason for assessment is to
allow the teacher to analyze students’ strengths & needs.
