reading domains: competency #2- understand the purposes of reading assessment and best practices related to standards based, entry level assessment; monitoring of students progress; and summative assessment.

Question 1

1. demonstrate knowledge of the 3 primary purposes of reading assessment

Answer 1

a. performing entry level assessment (using standards/curriculum based assessment to determine the extent to which students possess crucial prerequisite skills and knowledge expected at their grade level and to determine student’s current skills and knowledge in a specific area of reading prior to planning instruction and /or intervention in that area.

Question 2

1. demonstrate knowledge of the 3 primary purposes of reading assessment

Answer 2

b. monitoring of student progress- for example:
- conducting curriculum based assessment on an ongoing basis to determine whether students are progressing adequately toward achieving standards
- analyzing whether instruction has been effective or requires adjustment to meet the needs of students
- as needed, using formal and informal diagnostic assessments in word analysis, fluency, vocabulary, academic language, background knowledge, and comprehension to determine students specific instructional needs.

Question 3

1. demonstrate knowledge of the 3 primary purposes of reading assessment

Answer 3

c. summative assessment ( using standards based assessment to determine whether students have achieved the goals defined by the standards or a group of standards)

Question 4

2. recognize that students with an IEP (individualized education program) may require alternative assessments.

Answer 4

yes

Question 5

3. demonstrate knowledge of quality indicators (reliability and validity) that apply to standardized assessments

Answer 5

yes

Question 6

4. demonstrate ability to interpret results of assessments and to use evidence from assessments to determine whether a student is performing below, at, or above expected levels of perfromance with respect to grade level content standards and benchmarks, and demonstrate knowledge of strategies for collecting, organizing, and documenting these results to support effective instructional planning.

Answer 6

yes

Question 7

5. demonstrate knowledge of assessments used to determine students independent, instructional, and frustration reading levels; how to interpret results of these assessments; and how to use this information to plan interventions for individuals and small groups.

Answer 7

yes

Question 8

6. demonstrate knowledge of strategies for communicating assessment results and reading progress to students, parents, guardians, and relevant school and district personel

Answer 8

yes

Question 9

competency #2.1- What are some of the tests to use for ongoing assessment to plan reading instruction?

Answer 9

-phonemic awareness survey; such as the yopp-singer or the rosner phonemic awareness survey
-alphabet recognition test, letter identification, alphabetic principle
-phonics survey, such as shefelbine’s beginning phonics skills test (BPST)
-concepts of print survey such as marie clay’s concepts of print survey
-sight/high frequency words, such as the dolch list or first grade 100 words
-reading comprehension, such as text comprehension, retellings, or cloze text
-running records
-spelling tests such as donald bear’s qualitative spelling inventory
-vocabulary tests
— these are some of the available assessments; there are many more from which to choose. the ca reading LA framework is another source of assessment ideas

Question 10

2.2- What criteria are used to select the test or assessment to use?

Answer 10

-state and district lang. arts standards
-developental level of standards
-skill level of students; identified skills neds
-district guidelines/assessments
-gradelevel expectations

Question 11

2.3 How do you use the data from tests?

Answer 11

some uses of data include:
-target instruction to meet individual needs
-communicate; grade level peers, parents, students, and administrators
-determine student reading level, independent, instructional, and frustration
-form flexible skills groups
-plan instruction, including intervention, to meet student needs
-list materials, resources needed
The CA state reading ELA standards can be viewed as the bar for determining whether a students performance is at, below, or above grade level

Question 12

2.4- What are some ways you would use test results in relations to the RLA standards?

Answer 12

-record individual student progress toward mastery of standards
-plan reading groups to meet identified needs
-communicate with parents
-plan interventions for students who need additional help
-communicate specific performance information based on standards to students, parents, and school personnel
-your answers should include a rationale for selecting data, description on how to use the data, and the context for collecting, analyzing, and presenting.