Chapter 11- reading assessment
Download
Report
Transcript Chapter 11- reading assessment
Reading Assessment
Chapter 11
Differentiated Instruction is needed
because:
The
range of reading abilities widens at each
succeeding grade level.
Teachers must be able to note these differences in
order to teach to them.
Assessments must be continuous because levels of
performance change.
Forms of Assessment
Standardized Tests
Typical
given in a controlled manner.
features:
Overview
Directions
for Administering
Directions for scoring.
Types of scores.
Using results
Norming data
Is the test a good test?
Reliability-Can the test be given again with the same
results.
Validity-Does the test measure what it is designed to
measure
Content validity-Tests measures what the students had an
opportunity to learn.
Criterion validity-Predicts future success, or estimates current
performance. Important for reading readiness tests. (Coefficient
of correlation between two similar tests).
Grade Equivalents
Students
performance in relationship to average
score for grade level.
Watch for scores which are inflated or deflated by
more than 1 ½ years.
Criterion referenced tests
Number of objectives met for mastery is determined by
the testing company or the testor.
Diagnostic Tests-Usually measure vocabulary and
comprehension with a total score which includes both.
Standardized Tests-Don’t reflect all of the skills the
students have; They tell little about the individual
student’s problems and learning processes. They do tell
information about the total school’s progress.
Informal assessment
Teachers
observe and interact with students as they
read and write.
It’s a good idea to assess while you teach.
Informal Reading Inventory allows you to do that.
IRI(oral or silent) has three parts:
1. Graded word list
Places the student at correct grade level for the remainder of the
test.
Strategies for word identification and decoding skills can be
observed.
2. Graded reading passages
Does the reader use context clues?
How much attention is placed on meaning?
Does the student use strategies to unlock words?
3. Comprehension questions.
5-10 questions for each passage.
Information gained from IRI
Student
can blend initial blends and digraphs and
knows root words with suffixes.
Student looses place often and lack persistence.
Student recognized main idea and notices humor.
S/he is able to interpret figurative expressions.
Student has self confidence with good language
abilities: good vocabulary and sentence patterns
vary. P.464
Comprehension questions measure:
Understanding
of vocabulary.
Character development
Plot of the story with problem and resolution.
Background knowledge
Main ideas and supporting ideas
Literary devices: personification, etc.
Recording oral reading errors:
Omission
Substitution
Insertion
Unknown words
Transposition
Repetition
Mispronunciation
Self correction.
Reading Compency Level
Independent
Instructional
Frustration
Each
level is measured based on oral reading and
comprehension.
Appropriate levels are debated.
Betts levels are high:
Independent
oral: 99%; comprehension 90%
Instructional oral: 95%; comprehension 75-89%
Frustration oral 90%; comprehension 50%
Powell’s Levels change with grade
level:
Independent:
oral 94-97 Comp. 81-91%
Instructional: oral 87-96% Comp. 65-80%
Frustration: oral 86% Comp. 54-64%
Cloze procedure
Informal measure of reading ability using a written
passage of about 250 words. Every 5th word is deleted.
These can be any part of speed. Only the exact word can
be counted correct. 61% correct tells reading level.
You are able to gain information about the student’s ability
with syntax, semantic, and reasoning. This is a quick
measure.
Modification is the maze procedure with gives 3 choices
to fill in the blank.
Authentic Assessments and
Performance based assessments:
Go
beyond basic skills.
Shows students ability with word knowledge.
Strategies in content areas. Students read and write
meaningful text and real literature.