1 reading assessments. 2 eas often assist with student assessments by conducting...
TRANSCRIPT
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Reading Assessments
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EAs often assist with student assessments by conducting ______________________ assessments of language skills
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Informal Assessments
EAs provide verbal feedback to a teacher about the reading progress of a particular child
_________________________ –EA’s opinion based on his/her experience of child’s reading abilities, strengths and needs
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Formal Assessments
Standardized, norm-referenced, commercially prepared assessments of reading levels and specific reading skills
___________________________ (Two people administering same test will arrive at the same result)
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Why is Testing Needed?
To prepare for reporting to parents To assess child’s strengths and needs to
plan for further teaching As part of investigative process for
________________ of a child with special needs
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Teacher chooses
When to test What assessment tool to use Which children to test
– (entire class or selected children)
EA ________________________________________________________________________
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Slosson Oral Reading Vocabulary Test
A _______________________ test used widely in schools
The test will produce a measure of the child’s __________________________ (by grade)
Tests __________________ not comprehension
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Equipment Needed
Slosson master sheet of word lists for grades K to 8 (results scored on this sheet)
Separate word list for each grade pasted on cards
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Procedure
Quiet room with desk and chair for child to sit at and a chair for tester beside and slightly behind child (child should not be able to see you writing)
Explain procedure to child and relax them as much as possible (_________________________________)
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What to say to child?
“Today I am going to show you some lists of words
Some lists will be easy and some will be harder
We will stop when the words get too hard”
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What if they ask what you are writing?
“I am making notes so I can tell your teacher what he still needs to teach you.”
________________________________________________________________________– E.G. If working with a grade 5 child that you think
is reading at a grade 3 or grade 4 level, start with the list for grade 2
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How to Begin
Place the first list on the desk in front of the child and ask them to read the words
________________________________________________________________________
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Scoring the Test
Put a ________ beside each word that the child says correctly
Put a ________ beside a word that they do not know
Put a ____ and the _____________ said when they make a mistake for a word (this will tell you what reading cues they are using)
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What if they ask for help?
If a child looks to you or asks you for help, say “ ______________________________.”
If you help them at all with a word, ________________________________
(You can help them find where they were on a list if they lose their place)
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When To Stop
Stop when they miss or say incorrectly ____________________________________
Ask them (for that list only) if there are any more words on the list that they know. Give the child a check for any words farther down that list that they know.
Do not go on to another list. Say “ The words are getting hard aren’t they. Let’s
stop there.”
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Scoring the Results
On the bottom of each list, write the total number of words that the child said correctly.
If you started at list 3, ________________________________________
Carry those column totals over and record in the box in the lower right hand corner of the sheet.
Total all those numbers. That total is _____________________________________.
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Interpreting the Results
Example A– Billy’s raw score is 62– Divide the number by 2 (equals 31)– Move the decimal place one place to the left (3.1)
____________________________________________________________________________________________________________
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3.1?
The number to the left of the decimal _____________________
The number to the right of the decimal is the __________________– September is .1– January is .5– May is .9
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Billy’s score
Billy’s raw score is 62 Billy’s reading level is 3.1
Billy is reading at the level we would expect an average child to be reading at in September of grade 3
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Other examples
Mary’s raw score is 81 What is her reading level?
Johnny’s raw score is 13 What is his reading level?
(Can also check raw score on a table for grade level)
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Another example
Lois read the first three lists. The column totals were P (20) 1 (19) 2(11) (we stopped here because she made 3
errors in a row) What is her raw score? What is her reading level?
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What this means
For this number to be meaningful, we have to compare Billy’s reading level to his grade level.
You administered the test in March when Billy was in grade four. Therefore his grade level is 4. 7. (March is the 7th month of the year)
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Comparison
Billy’s reading level is 3.1 Billy’s grade level is 4.7
This means Billy’s reading is approximately one and a half years behind where we would expect him to be at this stage
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Some further notes
Results will vary from day to day so a child may score 4.5 one week and 4.4 the next
This a rough measure of reading level so a
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To get the most accurate result, do the test several times, a week or so apart
If the test results to not fit in with the teacher’s (or your) subjective assessment of the child’s level, _____________________________________
Be aware a child may score quite low because ___________________________
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What to do with the results
The teacher will file the assessment sheet with his/her records for that child
The test needs to be completed in a neat and complete manner, with a standard method of marking ________________________________________________________________________
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Finally
Remember this is a test of reading vocabulary not reading comprehension
Some children may be able to “word call” lists of words quite easily but cannot understand the meaning in a passage of text in which those words appear.