ASSESSMENT

Ch. 10The Essentials of Teaching Children to Read

PRINCIPLES AND PURPOSES OF READING ASSESSMENTPrinciple 1: Assessment should

inform and improve teachingPrinciple 2: Assessment procedures

should help teachers discover what children can do, not just what they cannot do.

Principle 3: Every assessment procedure should have a specific purpose.

Principle 4: Classroom assessment should be linked to accountability standards and provide insights into the process of reading.

Principle 5: Assessment procedures should help identify zones of proximal development.

Principle 6: Assessment should not supplant instruction. (stop teaching from January until April, teach the test)

Principle 7: Effective classroom assessment makes use of both valid (measures what it is suppose to measure ex. Reading) and reliable (provides the same results for the same children no matter who administers the test) instruments.

ATTITUDE / INTEREST INVENTORIESPP. 210-213 Getting to know students Student interests Sort out student interests

FAMILY SURVEYS OF READING HABITSPP. 215-216 Parent Questionnaire (packet)

ASSESSING STUDENTS’ READING OF NONFICTION TEXTS (PP. 217-220) Expository Text Frames – useful in identifying

types of expository text patterns Completed by the student after reading an

expository passage Examples pp. 218-219

PRIOR TO STUDENTS READING A SELECTION: Introduce major vocabulary and concepts Discuss what students already know Display what is shared on the board or a

chart Next, students read the expository selection Students then complete the expository text

frame(s) you have prepared

INFORMAL READING INVENTORY(IRI OR CRI) Individually administered One of the best tools for observing and

analyzing reading performance and strategies student uses

Silvaroli

DIBELSDYNAMIC INDICATORS OF BASIC EARLY LITERACY SKILLS (P. 223)

Set of 4 standardized, individually administered measures of early literacy development

Designed to assess: phonological awareness, alphabetic principle, and oral reading fluency

Designed to take 1 minute per test Used to monitor the development of pre-

reading and early reading skills

PROFILING

Student profiling: record individual strengths and needs (p. 227)

Class profiling: help organize class data for needs-based reading groups (pp. 229- 233)

STUDENT DATA IS COLLECTED:

Interpret the results Sort data to form small-groups