Eng Ed 370 – Week 5 – Nicole Kavajecz – Summer 2021
Of the multiple ways to assess reading performance, a focus on high stakes testing is prominent in today’s standards-based education system (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen, 2010, p 116). “High-stakes testing can provide information about program evaluation, but it cannot provide information to help with instructional decision making and learning opportunities for all students. . . Nevertheless, this trend it increasing” (p 116). This is compounded by the fact that the tests themselves are not completely adequate, given the facts that reading is such a complicated task. However, it can point teachers towards functional use of the results and setting up individual students with the additional help they need to be successful. Examples of different types of assessments that can be used in a classroom include, but are not limited to, diagnostic, informal, formal, rating scales, group/individual, screening, and authentic (Teachings in Education, 18 December 2016). Authentic assessments take place in real-life experiences, such as giving a public speech for a speech class or performing a solo for a musical concert. Reading comprehension is commonly measured by a teacher through the student retelling the story after reading or listening to the text. The student uses their own words to explain what happened, proving to the teacher that they understood what the meaning of the text was. This is one type of formative assessment, meaning it informs the teacher’s next steps in the classroom. Teachers spend most of their time gathering information from many varieties of formative assessments and constantly monitoring the students’ growth and progress. Progress monitoring is usually completed in a regular and planned schedule so consistent results are yielded. Through these processes, teachers are also developing the student’s ability to self-assess their skills, comprehension, and reading ability.
Informal and formal assessments are both necessary and vital progress tools for both teachers and students in the education system. Formal assessments are often developed on a state or national level and applied to most students in the chosen area (Teachings in Education, 22 January 2017, 0:28). Standardized tests are one type of formal assessment which are machine-scored and can be norm-referenced (meaning they have been given to large numbers of students in order to develop a normal response and score) (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen, 2010, p 121). Reliability accounts for the test to accurately measure consistently over time. “Validity is probably the most important characteristic of a test. It refers to how well a test measures what it is designed to measure” (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen, 2010, p 122). While a survey test are not specific to the reader’s abilities and are often used as screening devices, a diagnostic test is very specific and detailed to profile the student’s strengths and weaknesses. Criterion-referenced tests are used to measure specific information and mastery of certain skills. They also are created to measure small numbers of students, take less time, and give students a percentage score on their responses (Teachings in Education, 16 January 2017, 1:48).
Informal assessments are intended for the purpose of small sample size, and used by the individual teachers (Teachings in Education, 22 January 2017, 0:31). They are intended to be used to inform the teachers next step to helping the students learn, and should be used often throughout the school year (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen, 2010, p 126). Informal reading inventory (IRI) can be used to measure specific words, identify what instructional materials will be best paired with each student, and although many are readily available commercially individual teachers can easily construct one if they choose. Determining the reading level of each student is important for teachers because if helps them create the most positive environment for growth possible. Independent reading level is characterized by fluently reading with excellent comprehension. Instructional reading level means the student can make progress with some guidance from a teacher. Frustration reading level is displayed when the student is unable to pronounce many words, is unable to retell the story, and needs help frequently throughout the story. Listening capacity refers to the level at which the student can understand the material when it is read aloud, also known as the potential level (because if the student was able to read fluently they would not have a problem with comprehension).
Analyzing oral reading miscues (or errors) describes a deviation from what the reader says and the words on the page (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen, 2010, p 129). They are cued by their minds thinking something is or is not there when the opposite is happening, therefore when a student reads they are either correct or miscued in their reading. “Miscues can be analyzed quantitatively or qualitatively. A quantitative analysis involves counting the number of errors. . a qualitative analysis is used, for example, to determine the reading levels previously discussed” (p 129). Miscue analysis can be used in selected passages of an IRI or through oral reading of a selected text by the teacher. Teachers can use the information obtained to determine the direction of their instruction based on in-depth analyzation of the miscues. The use of running records by the teacher can guide a student’s learning on a regular basis, but not daily.
Teachers can use other forms of informal assessments and feedback. Anecdotal notes, on post-its or notecards, can share the general meaning of the event observed. Placing the notes on a chart or graph can visually show the teacher as well as the student the progress happening. Checklists can be useful for open-ended notes from a prompt. Interviewing opens the mind and heart of the child to the teacher. It can help the teacher gain a better understanding of reading interests and attitudes, how the student feels about themselves as readers (strengths and weaknesses), and how they understand reading as a process (p 140). Portfolios are collections of items the student has created or participated in that can serve as evidence of growth and progress. There are many essential elements to keep in mind for portfolio creation, but a few are making sure the work is varied, that samples from both student and teacher chosen work is included, and student self-reflections must be present.
Resources
Vacca, J., Vacca, R., Gove, M., Burkey, L., Lenhart, L., & McKoen. (2010). Reading and learning to read. (Tenth Edition). Pearson.
Teachings in Education. (18 December 2016). Assessment in Education: Top 14 Examples. Retrieved on 24 June 2021 from https://www.youtube.com/watch?v=zTkQjH-_97c.
Teachings in Education. (16 January 2017). Criterion vs Norm Referenced Assessment: Examples & Evaluation. Retrieved on 24 June 2021 from https://www.youtube.com/watch?v=O5hJNpO0JPE.
Teachings in Education. (22 January 2017). Formal vs Informal Assessment & Examples. Retrieved on 24 June 2021 from https://www.youtube.com/watch?v=_WDfT46nijA.
