The Importance Of Oral Reading Assessment

I am a strong believer that one test defines a students. Therefore, variety is key when assessing students. When using formative assessment I use student reflections, journal entries, exit cards in addition to non verbal communication such as thumbs up or down. I also make anadotal notes on students to help assess the overall learning journey of the student. When using summative assessments, I use district assessments, state assessments, portfolios, short answer, multiple choice, and student based projects. In all forms of assessments, students are provided the appropriate accommodations. My learning goal for assessing students is to have a valid assessment that demonstrate the student’s understanding of the specific skill. It is crucial that I understand the purpose of the assessments and the content that is being taught, therefore, I often start instruction with the assessment piece in

Informal Reading Inventory (IRI) are diagnostic assessment administered individually to evaluate different aspects of students’ reading. After reading the text, students orally are answering the questions following the text. Teachers take into the consideration additional factors,, such as fluency, students’ prior knowledge, and determine students’ reading levels. This information may to choose appropriate reading material for students, to form reading groups, and to plan future reading instruction taking into the considerations students strengths and needs. According to Chall (1983), the greatest value of IRI is to help educators to diagnose the gaps in the abilities of readers who struggle the most. For teachers, who looking for the better way to address students instructional needs of children, who have reading difficulties, IRI is a very valuable diagnostic tool.

However, there are pros of this assessment. These pros are the DIBELS is designed to measure different areas in early literacy which include, but are not limited to phonemic awareness, fluency, vocabulary, and more. All of these areas should guide instructors on ways to teach reading. Students use each of these areas to read, and understand what is being read. Therefore, this test will show teachers what areas students have mastered in early literacy skills, and what areas need to be focused on. This assessment is of no cost, compared to other exams, teachers can sign up for free accounts and download passages without having to come out of pocket. The DIBELS assessment test are administered individually, which allows for teachers to see if students are struggling in a certain area of reading. (Coulter, Shavin, &, Gichuru, 2009) For example, student Jane Doe needs assistance with comprehension, and Bob Doe needs more help in phonics.

There are many forms of both formal and informal assessment tools and approaches that help teachers evaluate the language development and the progress performance of their students. Assessment approaches are the way teachers assess their students and assessment tools referred to the instruments that utilize to measure each method. Some of those tools includes: Tests, quizzes, projects, classroom performances, tasks, observations, portfolios and standardize tests. Tests and quizzes are given periodically to ensure students comprehend the subject contents. Performance tasks and projects are used to measure students’ accumulated skills and knowledge in problem-solving and critical thinking whereas observations and portfolios are evidences to show students performance and achievement over the period of time. Each of these forms of assessment is very effective when utilized and conducted at an appropriate time.

The type of assessment tool that would be used to measure students’ fluency is DIEBELS Oral Reading Fluency (DORF). The target intervention for the four students is improving their reading fluency to a 2nd grade level. DORF is a standardized test that measures student performance of reading word from the grade level by being timed for 1 minute. Students are instructed to read a passage as best as they can while the teacher is monitoring how many WPM they can read accurately in 1 minute. DORF also asks students to describe what they just read to allow a more accurate *** of students level or reading and avoid students reading quickly because they know they are being timed. (**p.32-33). The selecting of DIEBELS DORF was selected based on the

The Dynamic Indicators of Basic Early Literacy Skills Next (DIBELS Next) consists of 7 subtests and is used to measure phonological awareness, the alphabetic principle, reading fluency and accuracy, and reading comprehension (University of Oregon Center, n.d.). Per Good & Kaminski, DIBELS is designed to help teachers make decisions about reading instruction to prevent the occurrence of later reading difficulties (2011). The DIBELS can also be used to see if students are at risk when in Kindergarten. The theory behind DIBELS Next is that teachers need an assessment that is quick and valid to keep track of student’s progress throughout the year and as they transition from grade to grade (Good & Kaminski, 2011). The DIBELS assessments are short so the teachers can administer them to all of the students in a short amount of time. The DIBELS Next is set up to be used as a benchmark assessment so the teacher administers the assessments 3 times per year.

IPTS 7J relates to performance activity forty-seven by how the competent teacher uses assessment results to determine a student’s performance levels of all four sections of the Basic Reading Inventory: graded word lists, oral reading, silent reading, and listening reading. During this site visit, I gave another form of the silent reading portion to determine if the student is at the instructional/frustration level on grades fifth through eighth. The student remains to be at the instructional/frustration levels for grades fifth, seventh, and eighth grades. I learned to consider other aspects of assessments besides results to understand and evaluate what a student knows

To begin, I did the phonological awareness assessments with my three students. Having gotten instruction from Professor Schwarzkopf in class, I felt prepared to conduct this assessment. I appreciated that each form within the phonological awareness section had directions and a practice section where I, as the administrator, could easily explain the directions to each student. The phonological awareness assessments in themselves do not take a long time; however, I noticed as I started to reach the seventh, eighth, and ninth assessment each student started to get bored and frustrated. I really liked how the majority of the assessments were given orally. This helped me to know what they understood phonologically rather than just what a letter

Ch. 2 – Who are the various users of assessment and its results? What specific instructional decisions can be made based on assessment results? Why must we build balanced assessment systems to support the instructional programs we offer students? This chapter nails down the purpose of assessing, which is gathering information to inform teachers of students of their instruction and learning, respectively. In this way, assessment is individualized to each student and classroom, and because all students/classes are different, it should inform the teachers of what is working or not working in the classroom, which should then influence some sort of change to instruction. This chapter also talks about the different levels of assessment – from the individuals

S.P.I.R.E. (Specialized Program Individualizing Reading Excellence) is a comprehensive reading intervention program developed by Sheila Clark-Edmands, M.S.Ed., published by EPS Literacy and Intervention and is currently in its third edition (Clark-Edmands, 2012). While S.P.I.R.E. is most appropriate for Tier 2 and Tier 3 students with learning differences and struggling learners, the program has been used in a variety of settings, including classroom, small group and one-on-one. Based on the Orton-Gillingham approach, S.P.I.R.E. incorporates the most recent research regarding best practices in reading and language arts instruction as well as the professional standards published by professional organizations such as the International Reading Association and the International Dyslexia Association (Balajthy, 2014). The program is designed to build

One third of schools in the United States are located within rural areas. Rural areas are known to be small towns where people are known for a southern way of life. These areas are also known for high poverty and geographic seclusion. With these characteristics for an environment, it is difficult to maintain an upright school atmosphere. Most schools in rural areas are lacking high qualified teachers and the school itself is failing to develop strategies to help struggling readers in early elementary school.

Classroom assessment involves the professional decision of the teacher to determine how to implement assessment, what should be assessed, and when should assessment occur. Teachers must be able to interpret each students’ unique learning abilities in ways that are credible, fair, and free from bias. Possible factors to consider when creating these multiple formats for assessments include gender, ethnicity, culture, socio-economic backgrounds, and special needs. Each and every student in the classroom should be give the same opportunity to display their strengths. And it is important for teachers to properly manage an assessment plan that will benefit students, as well as the teachers, in the classroom. Eventually, a well-constructed assessment plan will be able to contribute to the development of lifelong learners within the teacher and the students.

During the multiple choice portion, we see that students who used the note-taking strategy did better than those who used the 3R strategy and the rereading strategy.

Assessments are a critical tool in monitoring the progress of English language learners at all grade levels. The main purpose of assessments is to ensure students are receiving quality teaching instruction in accordance to academic and content standards. Even though these tests are not the only resource used for testing students, they provide teachers with invaluable data to determine if the student is growing in certain academic areas. There are several types of assessment that can be used to measure a student’s progress. In this paper, various alternatives to

Assessments are integral parts of instruction, they determine whether classroom goals have been achieved, and help teachers know what areas they should focus on and maybe reteach. They are great tools for developing lesson plans and answer questions such as; “do my students possess full understanding of the material?” There are many ways of assessing students’ learning, one of which I have personal experience with are on-the-spot assessments.