Assessments For Reading T 2elm305 PDF

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ELM-305 foundational literacy skills and phonics
Assessments for reading...

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Assessments for Reading Chart General Screening Assessments “General screening is the first step in identifying children who may be at high risk. “Refers to all types of general information collected about students at each school level. This information relates to the student's present levels of performance, standardized test information, health records, and/or other available reports” (ABS, 2021).

Purpose: “General screening utilizes the school-wide systems already established for providing general information about the status and progress of each student and for locating students who have unique needs” (ABS. 2021).

Links to three website examples: https://www.aps.edu/about-us/policies-and-proceduraldirectives/procedural-directives/j.-students/student-assistanceteam-general-screening-and-student-intervention-guidelines.

Projectidealonline.org

www.rtinetwork.org

Whom is it administered: Every student

When it is given: Beginning of the school year or any new student.

Grade: Assessments are for students’ in all grades. Identifying students who are at risk for reading difficulties early © 2019. Grand Canyon University. All Rights Reserved.

enough will help teachers better prepare their students for success. “Universal screening is a critical first step in identifying students who are at risk for experiencing reading difficulties and who might need more time in instruction or different instruction altogether”(U.S. Department of Education, N.D.)”. Second grade and third grade check oral reading fluency, and word identification fluency, and fourth through sixth grade evaluates oral reading fluency, and reading comprehension. Some problems one might encounter when implementing general screening assessments are lack of training, cost of assessments, and technological issues. “When screening mistakenly over identifies many students as at rick (false positive) schools spend precious intervention resources on students who do not need the extra help” (Jenkins & Johnson, N.D.).

Diagnostic Testing Assessments “Diagnostic assessments are used to aid educators in understanding the causes for student performance, i.e., the learning strengths and need that underlie student performance on a universal screening or other assessment. They help teachers identify where a student understand breaks down. This information is used to plan, modify and/or differentiate instruction/intervention” (SERC, N.D.).

Links to three website examples: Portal.ct.gov

www.cde.ca.gov

queen.ca Purpose: “Intended to help teachers identify what students know and can do in different domains to support their students learning” (California Department of Education, N.D.). Whom is it administered: Students who are not progressing as they should through the school year. © 2019. Grand Canyon University. All Rights Reserved.

When it is given Pre- and post-instruction students are given identical pre- and post-test before and after a course. Select students indicated by screening or progress monitoring. Grade: 3rd-12th Diagnostic testing assessments are given to students, or the entire class depending on the needs of students (PARCC, 2015). Concepts skills diagnostic monitoring checks is algebra, geometry, patterns and relationship, whole numbers, time, and many others. Applications that diagnostic evaluates is foundations of problem solving and applied problem solving. With diagnostic testing teachers can see what students already know about a topic Challenges faced with implementing diagnostic testing would be if the person reading the results read them wrong or misunderstood the information. This assessment is not needed for all students it is geared toward those who are struggling with reading skills.

Progress Monitoring Assessments “A systematic process of using data for instructional decisions can improve teachers’ ability to meet their students’ learning needs” (USDE. N.D.). Describe the purpose: Allows schools to find students who are below grade level in a skill area. Using the data also allows teachers to make sure they are meeting students’ educational needs.

www2.ed.gov https://www.readingrockets.org/article/best-practice-rti-monitorprogress-tier-2-students https://iris.peabody.vanderbilt.edu/module/pmr/cresource/q1/p02/

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Whom is it administered: Every Student

It is given: Three times a year. Grade level: K-2nd. “Progress monitoring helps teachers evaluate how effective their instruction is, either for individual students or for the entire class. Goals and objectives that must be included in the Individualized Education Plan (IEP) for each child who receives special education services” (Reading rockets, N.D.). As student’s skill levels improve, and as they progress into each grade, progress monitoring allows the teacher to see what level the student is at and help to better prepare them for the school year. Progress monitoring also helps schools to establish more effective programs. Implementing all changes to the teacher’s instructional practice. Benefits of progress monitoring are that students learn more quickly, and they receive accurate instruction. The teachers can make more informed instructional decisions to their curriculum and keep proper documentation of each students’ progress. Challenges faced with progress monitoring are when monitoring students with disabilities there may be limited access to curriculum, instruction, and assessments.

Outcome Assessments “Provides a bottom-line evaluation of the effectiveness of the reading program in relation to established performance levels” (University of Oregon, N.D.).

Links to three website examples:

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Purpose: “To determine level of proficiency in relation to criteria. Collecting information to allow schools to see if their curriculum and activities are being affective. Improving student learning and instructional programs” (Clark College, N.D.).

www.sdmesa.edu www.clark.edu www.wou.edu

Describe to whom is it administered: All students. Describe when it is given: End of the school year. Grade: Every student “Outcome assessments are not just to evaluate students, they evaluate teachers, schools, and entire school systems. Outcome assessments process information collected will tell the school whether the services, activities, or experiences it offers are having the desired impact on those who take them” (San Diego Mesa College, 2015). Using analysis, reflection, and action the goal of outcome assessments are statements of what students know or can do once they successfully complete a grade. Challenges faced with outcome assessments are making sure that the focus of the assessment is to use and apply the knowledge. If, results are read by different instructors’ outcomes could be interpreted differently. .

Resources © 2019. Grand Canyon University. All Rights Reserved.

ABS. (2021). Student Assistance Team: General Screening and Student Intervention Guidelines. Retrieved from https://www.aps.edu/about-us/policies-and-procedural-directives/procedural-directives/j.-students/student-assistance-teamgeneral-screening-and-student-intervention-guidelines California Department of Education. (N.D.). Guidance on diagnostic and formative assessments. Retrieved from cde.ca.gov. Clark College. (N.D.). Outcome assessment handbook. Retrieved from www.clark.edu. Iris center. (2021). Progress monitoring. Retrieved from https://iris.peabody.vanderbilt.edu/module/pmr/cresource/q1/p02/. Jenkins, J. & Johnson, E. (N.D.) Universal screening for reading problems: Why and how should we do this? Retrieved from rtinetwork.org. PARCC. (2015). Frequently asked questions about the diagnostic assessments. Retrieved from https://louisianabelieves.com Reading rockets. (N.D.). Best practices for RTI: Monitor progress of tier 2 students. Retrieved from https://www.readingrockets.org/article/best-practice-rti-monitor-progress-tier-2-students. San Diego Mesa College. (2015). Definition of outcomes assessment. Retrieved from www.sdmesa.edu. SERC. (N.D.). Elementary assessments: Universal screening, diagnostic, & progress monitoring. Retrieved from portal.ct.gov. University of Oregon. (N.D.). Types of reading assessments. Retrieved from reading.uoregon.edu. USDE. (N.D.). Improving practice: Four essential components of quality reading instruction. Retrieved from www2.ed.gov.

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