Macy Bombard
High-Stakes Testing: standardized reading assessment. Consequences, good or bad result in promotion or tension decisions based on performance. Intended to provide the public with a guarantee that students can perform at a level necessary to function in society.
Authentic Assessment: done with reading and writing tasks that look to be real, student is primarily in control of reading or writing tasks. Students develop ownership, engage thoughtfully, and learn to assess themselves.
Retelling: Assessing the student’s understanding of the sequence of the story and characterization. This type of assessment students can do for themselves, making it an authentic assessment.Formative Assessment: When the information gathered is used to make changes and adapt instruction to fit students needs.
Progress Monitoring: Usually completed in a preplanned, regular schedule to evaluate the rate of progress of students. Helps measure student performance as well as improvement for or responsiveness to instruction.
Standardized tests: machine scored instruments that track reading performance during single administration. Scores are useful in making comparisons among individuals or groups at the local, state and national level.
Norms: Test administered to a large amount of students to represent average scores according to multiple factors such as age, sex, race, grade, and socioeconomic status.
Reliability: Stability of a test. Does the test measure ability consistently over time or equivalently across forms?
Validity: How well a test measures what it is supposed to measure.
Types of assessments:
- Survey Test: measures only general performance.
- Diagnostic Test: Intended to provide more detailed info about individual students’ strengths and weaknesses
- Criterion-Referenced Test: mastery of reading skill should be assessed in relation to specific instructional objectives. Performance is measured using an acceptable score for each objective. Performance is judged by what a student can or cannot do with regard to skill objectives
Informal Assessment: Doesn’t compare the performance of a testes group or individual to normative population. Given throughout the school year for instructional purposes.
Informal Reading Inventory: Individually administered reading test. Consists of a series of graded word lists, graded reading passages, and comprehension questions. Passages are used to assess how students interact with print orally and silently. Information gathered should allow teachers to pair students with appropriate instruction materials.
Independent reading level: Level where student reads fluently with excellent comprehension. Student functions on their own
Instructional Reading Level: Level where students can make progress in reading with instructional guidance. (Teaching level)
Frustrational Reading Level: Level where the student is unable to pronounce any of the words or is unable to comprehend the material satisfactorily
Miscue: deviation between what the reader says and the word on the page. Provides a piece of evidence that the student thoughts “cued” the word they said. Can be analyzed quantitatively or qualitatively
Miscue Analysis: can be applied to the graded passages from IRI or to the oral reading of a single passage that presents the students with an extended and intensive reading experience. Helps teachers determine the extent to which the reader uses and coordinates graphic-sound, syntactic, and semantic information from the text.
Running Record: assessment system for determining students’ development of oral reading fluency and word identification skills and strategies.. Used by teachers to guide a student’s approach to learning when needed at frequent intervals
Words per minute: Words correct per minute: Monitor oral reading development. Involves children reading aloud for 1 minute from materials used in their reading lessons. Teacher marks any words read incorrectly.
Anecdotal Notes: Capture the gist of an incident that reveals something the teacher considers significant to understanding a child’s literacy learning. Intended to safeguard against limitations of memory
Checklists: Consists of categories that have been presented for a specific diagnostic purpose. Should guide teachers to consider and notice what students can do in terms of their reading and writing strategies.
Interviewing: Helps teacher discover what children are thinking and feeling. Helps lead to a better understanding of reading interest and attitudes, how students perceive their strengths and weaknesses, and how they perceive processes related to language learning
Portfolios: Document literacy development of a student and include evidence of student work in various stages. Offers insight to the process of student development
This video is so inspiring and makes me want to become a teacher like Mr. Jenson. I dream of being a teacher who can have that great of an impact on my students!
Formal: Developed on state or national level, supported by data, Norm referenced scoring, strict procedures, measures longitudinal achievement for students
Informal: Teacher developed, unsupported by data, usually criterion references, normal classroom rules, Measure shorter achievement periods.
Formative: Quick check for understanding (thumbs up/down)
Summative: Measure long term academic goals (midterm, final)
Diagnostic: Used to get prior knowledge on students and plan future instruction (pre course test)
Formal: strict procedures and rules (standardized test, ACT)
Informal: Lack performance data and use normal classroom procedures (exit ticket)
Behavioral: functional behavioral assessment
Rating Scale: students gage their understanding on a topic (1-10)
Emotional: Written as observations
Screening: Found in RTI
Authentic: takes place in authentic setting (speech)
Performance Based: Assess students ability to complete work in an academic related task
Group/Individual: IEP is individual
Criterion Referenced: graded based on amount of content mastered
Norm referenced : compares students with similar demographics
This video really helped me decipher between formative, summative, and diagnostic assessments. This could be a very helpful video to refer back to when I am studying for the FORT
Norm referenced: Rank students based on achievement, Scored given as rank based on other students scores, occurs is very large groups of students, takes longer to take, developed on large scale
Criterion Referenced: Measure the skills and knowledge a student has mastered, scores given as percentage, assess a smaller group of students, lasts a class period, teacher developed
Classroom Application: This chapter made me want to right down everything it said as notes. This will be a chapter to study closely when I am preparing for the FORT. The terms in this chapter could be easily confused so it will be crucial for me to really pay close attention to this chapter!
Macy Bombard- ENGED Blog 