Reason For Referral : Evaluation Of An Ed530, Assessment Of Reading

BEHAVIORAL OBSERVATIONS: Ms. Copeland was alert and co-operative during the interview. During testing she appeared to motivated to perform optimally on all tasks. Her frustration tolerance was moderate. She seemed somewhat sullen, incurred during the initial portions of the testing but became more relaxed with the examiner as testing proceeded.

The vocabulary, spelling, punctuation, logical sentences, and sentence combining subtests are contrived tests where testing begins at question one regardless of age/grade, and continues until the student incorrect

The ELA Writing test consists of one text-based constructed-response item (students read a variety of texts and respond to a prompt).

The test is designed by teachers and Pearsons, a test development company, and is designed to measure the proficiency of ELLs. The test assess four language modalities; listening, speaking, reading, and writing. It is done over five grade bands; K-1, 2-4, 5-6, 7-8, and 9-12 and is administered by trained staff members. The test is comprised of; multiple choice questions in listening, reading, and writing. A short written response and an extended written response for the writing area, and an oral response for the oral area, are also required. The oral, written portion of the test is graded by trained teachers, while the multiple choice portion is graded by Pearson.

I gathered NWEA (Northwest Evaluation Association) standardized test reading scores for my students from the last 3 years. I gathered information about my students’ writing which was from grade level meetings, that I participated in, with colleagues to analyze my student writing to determine how well they were applying previously taught vocabulary words to write. I gathered information from notes that recorded the conversations that took place at these meetings regarding my students’ limited vocabulary use in their writing. I gathered information from observational rubrics I used to score students’ application of newly learned content

Literacy: Marina is currently setting and working towards learning goals in reading and writing. In reading, Marina is beginning to read word by word and is encouraged to work on using reading strategies to help develop confidence when reading. She would benefit from reading books with repetitive sentence patterns. Marina is in a group for literacy that focuses on letter recognition and sounds, which will help support her in reading and writing. With support, she is able to communicate her ideas by using sentence starters such as I like_____ or I feel_____. Marina is beginning to gain confidence in her writing and often has beginning and ending sounds in her words. She is encouraged to continue to work on sounding out her words by using the strategy of ‘stretchy snake’. She is also encouraged to work on her spacing and organization when writing in her journal. She would benefit from skipping lines and starting at the left side of the page.

After they submitted the essay, teacher revises the essay, evaluate according to rubric, gives written feedback and students are asked to write second draft. Therefore, it makes the task a formative test. Because they are expected to write second and final drafts, this task can be considered as a process assessment. This task provides the opportunity to observe the development of students. In addition, the task has objective testing features. As the task has a rubric, which guides the students how they have to write and how their papers are scored. Moreover, our aim to give that homework is not compare the students to one another but to see whether they accomplish to write a successful essay regarding the rubric one by one. We try to have information about what the student can actually do in the language. Tests that are designed to provide this kind of information directly are said to be criterion-referenced (Hughes, 2003, p. 20). The course name is Advanced Reading and Writing Skills and the task is directly measure what the course aims. As Hughes (2003, p. 17) states that Testing is said to be direct when it requires the candidate to perform precisely the skill that we wish to

Today I began working one on one with “Student M.” Mrs. Gault provided the reading material for me to begin my assessment of “Student M’s” reading abilities. Before starting my assessment, I reviewed a list of words with “Student M.” The list of words were comprised of sight words that students on a second grade reading level should be able to recognize. The first time I went through the list with “Student M” she correctly identified four out of thirty-five words. The second time I reviewed the word list, “Student M” was able to recognize two or three additional words. “Student M” struggled when she read the passage. Her main problem was that she did know many of the words and she had problems when she

In order to assess Lucy’s progress in writing, I analyzed a sample piece of her opinion writing worksheets. Each student in Mrs. McDonald’s kindergarten listened to Mrs. McDonald read them the book, “ The Mixed Up Alphabet” by Steve Metzger. The students were guided through a worksheet that outlined who to write to, what their opinion was, a reason why, and whom it was from. This writing piece was given during a single writing period, which consists of 30 minutes of individual work time. I was able to conference with Lucy during her writing process. She was able to tell me what her opinion was on the book they read and why. She was able to initially decide what she was writing without a prompt from me. To assess her writing, I collected the outlined sheet of her writing.

Every year, students in Texas remain required to take the State of Texas Assessments of Academic Readiness, otherwise known as the STAAR test. In some instances, when required to do so, students write an expository on one certain topic. The understanding of good writing has changed throughout students experiences throughout the expository writing stations, whether varying from word choice, the clarity of the essay, the focus of the topic, the ideas developed throughout the entire expository, and the overall visual perception of the paper. These elements stand crucial to the success of the expository.

Strengths - On the spelling portion of the test, Alex scored a total of 13 out of 22 questions correctly. This score reflects his spelling skills are at an equivalent age of 9-3, and a grade equivalent of 4.4. He demonstrated great knowledge and understanding of the words that were dictated. Alex remained confident and spelled correctly many words that are commonly misunderstood. During the writing portion, Alex obtained a total of 21 out of 24 correct responses in a seven-minute time span. In general, Alex displayed ease and confidence during most portions of the test. He worked quickly and showed few errors. The student was able to quickly read the words and place them together to make a correct sentence. The student writes at an age equivalence of 12 years old, and

Review of Catalina’s fifth grade report card indicates that she met or exceeded grade level expectations in mathematics, science, as well as social studies her first term. However, she struggled in most of her reading and writing skills. Catalina met grade level expectations in acquiring and utilizing varied vocabulary, implementing strategies taught through mini-lessons and conferences, spelling, and writing effort. In contrast, Catalina needed guidance in the areas of reading with fluency and expression, using self-monitoring strategies to support comprehension, critically evaluating texts at instructional level, and reading independently for an appropriate period of time. In writing, she struggled to demonstrate mastery of capitalization,

Under the observation notes for November, 8th Nick read a book about Minecraft, which inspired him to write about it. Though the “Clash of the Creepers” was a difficult read Nick tried to sound out the words to his best ability. In Appendix C4 has a sample of Nick’s free writing he did about Minecraft. Looking at Nick’s work it is evident that he puts capital letters in inappropriate places, but he also forgets to add punctuation. Looking at the Practical Aspects of Authentic Assessment rubric Nick does write many letters legibly, however he does not write in the lines. Nick does not have one standard writing size. Shown through his work Nick tends to write some words very big and some words small. In the beginning stage the child often starts

Nevertheless, this experiment was appropriate. Throughout the process, participants are exposed to various indications about the intensity of the experiment. If the question about

Given that poor writing can be indicative of difficulties in executive processes such as flexibility, reasoning, and effective planning (Troia & Graham, 2003) – tasks specifically identified as essential for counselors and counselors-in-training – it stands to reason that scores on the GRE-Analytical Writing section may be especially useful in evaluating applicants to counselor education