Assessment: A Literacy Perspective

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Assessment: A Literacy Perspective. Julie A. Jeffery. Agenda: Saturday. News and announcements Email addresses/myLesley business Confidence check Writing up results Writers Workshop Digging Deeper: Word Identification and Spelling. Agenda: Sunday. Assessment Tool Review Assignment - PowerPoint PPT Presentation

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  • Assessment: A Literacy PerspectiveJulie A. Jeffery

  • Agenda: SaturdayNews and announcementsEmail addresses/myLesley businessConfidence checkWriting up resultsWriters WorkshopDigging Deeper: Word Identification and Spelling

  • Agenda: SundayAssessment Tool Review AssignmentEmergent Reader ReportComprehension assessmentWriters workshop/conference with JJroad map for the next three weeks

  • Assessment Tool Review (for March 24-25 weekend)Tool name, author, publishers informationAdministration specifics: time, whole group, 1:1, materials neededType of assessment: formal or informal, criterion or standardizedWhat it aims to testTypes of information yieldedReliability and validity as applicableYour thoughts on this test

  • Reading Assessment in the NewsWhats the latest?

    Whats YOUR elevator speech for Literacy Assessment?

    watch Animal School how does this change your elevator speech?

  • Your Case Study StudentWhat key things did you learn in their background?What things did you learn in preliminary info?What did you learn from the QRI so far?K-W-L

  • Running Record & Miscue Analysis(RW) Number of running words(E) Number of errors meaning changing miscues(SC) Number of self-correctionsAccuracy rate- 100-(E/RW *100)Error ratio- RW/ESelf-correction ratio- SC/E+SCWCPM = (RW-E)/Time (in seconds); take number and multiply by 60 to get WCPM

  • Writing It UpText: level, familiar or not, genre, topic-What type of text did the student read?Accuracy, self- correction, error ratio-How difficult was this text for the student?Words correct per minute- How fast did the student read?Self-corrections- Do they monitor & fix? Types of miscues (substitutions), omissions, insertions, types of words-What types of mistakes do they make?How did they sound as a reader?

  • When writing up your findingsMake a statement of performance

    Back-up with selected information & examples

    Write summary statement

  • Make a statement of performance Jace demonstrates strong self-correction skills when orally reading. Jace was asked to orally read a 2nd grade level expository passage from the QRI-4, Whales. The passage was unfamiliar to Jace.

  • Back-up with selected information & examples

    Jace read the passage at a rate of 67 words correct per minute. This is lower than would be expected for his grade, but is consistent with his word identification skills. Jace read with 92% accuracy, making this level passage (2nd grade) at the instructional level for him. He made 8 errors, 7 of which he self-corrected. All of his errors were substitutions, and most words were high-frequency words. (Examples)While reading he made many repetitions and pauses, which slowed down his overall reading. After reading, he was able to answer 5 out of 8 questions about the passage, but most answers came from his background knowledge.

  • Write summary statement Based on this miscue analysis, we can see that Jace is able to monitor and self-correct while reading. His slower pace is perhaps impacting comprehension. More information needs to be gathered to determine Jaces difficulties within the area of word identification, specifically sight word knowledge and decoding abilities.

  • Choose one skill you have assessed and write it up following this pattern:Make a statement of performance

    Back-up with selected information & examples

    Write summary statement

  • Preliminary Section Should Include:Getting to know you activities/outer circleRetelling, LEA, writing, readingObservations you madeQRIInitial Hypothesis of what is going on- what is the pattern that you have found at this point

  • Writing up the QRI:Look at example reports- high light paragraphTake your childs information, put it on paperWord IdentificationListening ComprehensionSilent Reading Comprehension

  • Compare the Students Performance on Tasks Across these Processes To Identify Relative Strengths and Weaknesses

    Word Identification

    Language Comprehension

    Print Processing

    Weakness?Strength?Strength?Strength?Weakness?Weakness?

  • Case Student JaceInitial Profile:Word Identification: 1st gradeListening Comprehension: 4th gradeSilent Reading Comprehension: 2nd grade

  • Case Student JaceInitial Profile:Word Identification: 1st gradeListening Comprehension: 4th gradeSilent Reading Comprehension: 2nd gradeCould identify through decoding 50% of the words up to 3rd gradeSpelling mistakes are phoneticMisspelled several high frequency words in writing tasksFluency rates averaged around 45 words per minute; accuracy was 80-85% on 1st and 2nd grade level passagesAttempts to sound out words considered high frequencyNeed to distinguish between sight words and decoding

  • Stage II AssessmentThe Stage I assessment provides an overall picture of a students relative strengths and weaknesses in the major areas.

    A Stage II assessment is only completed in the areas of relative weakness to provide a more sophisticated understanding of the nature of the relative weakness.

  • Going Deeper: Analysis within Area of WeaknessUsing our Preliminary Information and Stage I assessment we will:Go to appropriate area of manual based on profileDesign an assessment model that will answer the questions and hypothesis that come from outer circle workOnly test in the areas that are weaknesses; do not test strengths when time is of essenceKeep smaller constructs in the context of the whole: silent reading comprehension

  • NickWord Identification: 2nd gradeListening Comprehension: 4th gradeSilent Reading Comprehension: 4th gradeWhat area of the manual would you look in?What would you do next?

  • JosieWord identification: 1st gradeCould decode words up to the 3rd grade levelListening Comprehension: 3rd grade

    Silent Reading Comprehension: 2nd grade levelWhat area of the manual would you look in?What would you do next?

  • Potential Profiles from Initial Assessment

    Weakness

    Middle

    Strength

    Next?

    Word Identification

    Language Comprehension

    Print Processing

    Go to A

    Word Identification

    Print Processing

    Language Comprehension

    Go to A

    Language Comprehension

    Word Identification

    Print Processing

    Go to B

    Language Comprehension

    Print Processing

    Word Identification

    Go to B

    Print Processing

    Word Identification

    Language Comprehension

    Go to C

    Print Processing

    Language Comprehension

    Word Identification

    Go to C

  • WORD IDENTIFICATIONAutomatic word recognition and Mediated word identificationBoth are required for successful silent reading comprehensionWe are not allowed to make instructional decisions based on our philosophical beliefs or skills - we must find a way to teach both.

  • Questions/Levels of Word Identification AssessmentDoes the child have more automatic sight words or rely more on decoding?Ratio of automatic words to decoded wordsWhat level of words is the child able to decode? Single syllable, two-syllable, multi-syllabicOnset-rime knowledge, particular patterns, word familiesAffixes, prefixes, suffixesWhat does the childs encoding(spelling) look like? Developmental Spelling (Gentry)Spelling Patterns(Words Their Way)If the child shows significant difficulty with decoding, and does not have an adequate sight word bank, look at phonemic awareness, letter-identification, hearing sounds in words, early developmental spelling

  • Student #1QRIL1-10 Automatic 3 DecodingP- 18 automatic- 1 DecodingDecoding TestPassed List A, 7 out of 12 on List BZ Test20 out of 37, missed silent e rule wordsUp, And & Out Test17 out of 42 words, trouble with /and/ words, consonant digraphs

  • Student #2 QRIPP- 3 automatic, 6 decodingP- 4 automatic- 5 decodingDecoding TestList A- 3 out of 8Z Test30 out of 37- with a lot of timeFry Word List22 out of first 100

  • http://www.literacyconnections.com/Dolch.htmlHigh Frequency Word Lists

  • Onset-Rime KnowledgeDecoding TestZ Test (cd-rom and pg. 143)Up, And, & OutReal Word TestTest of Onset Knowledge (pg. 146)Names Test of Decoding (cd-rom, and article)

  • Tests in McKenna & StahlIn pairs:Read about one test of word identificationDetermine what question(s) it answersShow class briefly how to givePros and cons of assessment

  • Spelling Assessment

  • Gentry & Gillet (1993) Monster Test

  • Developmental Spelling Test (11-year-old, multiple disabilities)BECA [back]SCRVL [sink]ML [mail]SOUA [dress]LCA [lake]PATP [peeked]SK [stick]D [side]FT [feet]TS [test]

  • Developmental Spelling Test (adult, severe speech and physical impairments)back [back]sta [sink]mail [mail]dress [dress]lake [lake]peeked[peeked]stack [stick]side [side]feet [feet]test [test]light[light]s[dragon]

  • Developmental Spelling Test (9-year-old girl with Down syndrome, 3rd grade inclusion)bake [back]sinek [sink]mall [mail]drsse [dress]lake [lake]pekd [peeked]stik [stick]side [side]feet [feet]test [test]light[light]baran[dragon]

  • Words Their Way

  • Example Student Spelling1. fan 14. frite2. pet15. cheewed3. deg16. krawle4. robe17. whishes5. hop18.thern6. watte19. shot7. gum20. spol8. suled21. grwl9. stik22. thered10. shi23. kampped11. dreame24. trys12. bulade25. cliping13. koach26. rideing1.Fan14. frieght2. Pet15. chewed3. Dig16. krawl4. Rob17. wishs5. Hope18. thern6. Wait19. showted7. Gum20. spoyle8. Sled21. growel9. Stick22. therd10. Shine23. camped11. Dreme24. trys12. Blaid25. claping13. Coche26. riddeing

  • Questions/Levels of Word Identification AssessmentDoes the child have more automatic sight words or rely more on decoding?Ratio of automatic word to decoded wordsWhat level of words is the child able to decode? Single syllable, two-syllable, multi-syllabicOnset-rime knowledge, particular patterns, word familiesAffixes, prefixes, suffixesWhat does the childs encoding(spelling) look like? Developmental Spelling (Gentry)Spelling Patterns(Words Their Way)If the child shows significant difficulty with decoding, and does not have an adequate sight word bank, look at phonemic awareness, letter-identification, hearing sounds in words, early developmental spelling

  • Yopp Singer Phonemic Awareness Test

    Yopp Singer Example: 5 year old Jake

  • Yopp-Singer Test of Phoneme Segmentation

  • https://dibels.uoregon.edu/Phonemic Awareness AssessmentVideo Clip: DIBELS Phoneme Segmentation Fluency

  • Phoneme Segmentation Fluency

  • https://dibels.uoregon.edu/Phonemic Awareness Assessment

  • Nonsense Word Fluency

  • When Writing About One TestState the name of the test/task performedJace was given the Developmental Test of Word Recognition (McKenna & Stahl 2003).State the purpose of the test and what it addressesThis test assesses the areas of word concepts, initial and final sounds, vowel coding, consonant blends, and polysyllabic word reading.State the range of scores the child achieved (full scores go in table)Jaces performance on the word concepts, initial and final sounds was excellent with 100% accuracy in all three areas (5 out of 10, and 10 out of 10). On the vowel and long-vowel coding sections he had more difficult and scored 3 and 4 out of 10 respectively.

  • State backup information or observations made.Jace made several attempts to get the right answers and commented on how hard he was trying. It was observed that Jace attempted a decoding strategy that was introduced in class while taking this test.Summary StatementTherefore, Jaces performance on this assessment indicates he has solid skills in the areas of word concepts,and initial and final sounds for decoding, but is still struggling with vowel and long-vowel coding. Make connection to other testing situations/tasks if applicableThis is consistent with information seen in his spelling and running records.

  • Jace was given the Developmental Test of Word Recognition (McKenna & Stahl 2003). This test assesses the areas of word concepts, initial and final sounds, vowel coding, consonant blends, and polysyllabic word reading.Jaces performance on the word concepts, initial and final sounds was excellent with 100% accuracy in all three areas (5 out of 10, and 10 out of 10). On the vowel and long-vowel coding sections he had more difficult and scored 3 and 4 out of 10 respectively. Jace made several attempts to get the right answers and commented on how hard he was trying. It was observed that Jace attempted a decoding strategy that was introduced in class while taking this test.Therefore, Jaces performance on this assessment indicates he has solid skills in the areas of word concepts,and initial and final sounds for decoding, but is still struggling with vowel and long-vowel coding. This is consistent with information seen in his spelling and running records.

  • DIBELSOral Reading FluencyRetell FluencyNonsense Word FluencyPhoneme Segmentation FluencyLetter Naming FluencyInitial Sound Fluency

  • DIBELS InvestigationFind videosRead about 3 of the subtestsWhat are the pros & cons?What grades is it given to?What information does it yield?How would you use the information in your teaching?

  • Looking at Student Data Sets

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