Concepts and Testing
Domain I: Assessment
Content Area 1: Conducting Ongoing Assessment of Reading Development Content Area 2: Planning, Organizing, and Managing Reading Instruction Domain II: Word Analysis Content Area 3: Phonemic Awareness Content Area 4: Concepts About Print Content Area 5: Systematic, Explicit Phonics and Other Word Identification Strategies Content Area 6: Spelling Instruction Content Area 7: Reading Comprehension Domain III: Fluency Content Area 8: Literary Response and Analysis Content Area 9, part 1: Content-Area Literacy Content Area 9, part 2: Student Independent Reading Content Area 9, part 3: Supporting Reading Through Oral and Written Language Development Domain IV: Vocabulary Content Area 10: Background Vocabulary Content Area 11: Vocabulary Development Domain V: Comprehension Content Area 12 Content Area 13 Content Area 14 Content Area 15 Case Study: All Five Domains How to tackle the case study Comprehensive Video |
Content Area 1:
Conducting Ongoing Assessment of Reading Development
Assessment key points:
1) Assessment is ongoing: Valuable information is discovered all the time in the classroom.
2) Assessment process uses multiple sources: Think of the many different ways you assessed literacy
through the case study project.
3) Assessment helps move instruction
4) It is standards-based (aka it uses the standards we put in our lesson plans)
2) Assessment process uses multiple sources: Think of the many different ways you assessed literacy
through the case study project.
3) Assessment helps move instruction
4) It is standards-based (aka it uses the standards we put in our lesson plans)
Informal Reading Inventories:
1) Gives information about different aspects of reading development
2) A collection of tests administered individually to students (Linked to different parts of this site):
Word Recognition Lists
Graded Reading Passages (Assessing Reading Comprehension)
Reading Interest Survey
Test Measuring Concepts About Print
Phonemic Awareness Test
Phonics Test
Structural Analysis Tests (Morphology)
Content Reading CLOZE Test
Vocabulary Test
Spelling Test
2) A collection of tests administered individually to students (Linked to different parts of this site):
Word Recognition Lists
Graded Reading Passages (Assessing Reading Comprehension)
Reading Interest Survey
Test Measuring Concepts About Print
Phonemic Awareness Test
Phonics Test
Structural Analysis Tests (Morphology)
Content Reading CLOZE Test
Vocabulary Test
Spelling Test
Key Terms:
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Reliability: Test gives consistent scores
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Test Questions
(Answers and their explanations are in the Answer Guide)
1. Mr. Zayn is the principal of O'Neil Elementary. Recent tests show that students at the school do poorly on phonics tasks. The primary-grade teachers at the school agree that something needs to be done. As a first step, what should Mr. Zayn suggest that his teachers do?
a. Teach the rules of sound-symbol relationships by requiring children to restate those rules in language appropriate for their level of development.
b. Work more on prefixes and suffixes, with emphasis on prefixes that negate (like un, non)
c. Conduct a thorough assessment of each child to determine which sound-symbol relationships each child knows and does not know
d. Ask students more questions that require critical thinking using materials designedfor first, second, and third graders.
b. Work more on prefixes and suffixes, with emphasis on prefixes that negate (like un, non)
c. Conduct a thorough assessment of each child to determine which sound-symbol relationships each child knows and does not know
d. Ask students more questions that require critical thinking using materials designedfor first, second, and third graders.
2. Teachers should have an assessment plan that uses a variety of measures to evaluate student development. This would include informal measures like:
a. Anecdotal records the teacher has carefully kept while students are engaged in reading activities.
b. A teacher-developed test of recognition of 150 high-frequency words.
c. A standardized, norm-referenced test of reading comprehension if the test includes questions assessing the following levels of comprehension: literal, inferential, and evaluative. These will all use grade-equivalent scores.
d. A test of concepts about print produced by the publisher of a basal reading series that includes a very specific script for the person administering the test.
b. A teacher-developed test of recognition of 150 high-frequency words.
c. A standardized, norm-referenced test of reading comprehension if the test includes questions assessing the following levels of comprehension: literal, inferential, and evaluative. These will all use grade-equivalent scores.
d. A test of concepts about print produced by the publisher of a basal reading series that includes a very specific script for the person administering the test.
3. Sami, a third-grade student, has completed a standardized, norm referenced test of reading comprehension. He correctly answered 40 of the 50 questions on this exam. Which of the following would be reasonable set of of scores for Sami.
a. A percentile score of 88 and a grade-level equivalent score of 5.7
b. A percentile score of 88 and a grade-level equivalent score of 1.7
c. A percentile score of 28 and a grade-level equivalent score of 5.7
d. A percentile score of 28 and a grade-level equivalent score of 1.7
b. A percentile score of 88 and a grade-level equivalent score of 1.7
c. A percentile score of 28 and a grade-level equivalent score of 5.7
d. A percentile score of 28 and a grade-level equivalent score of 1.7
4. Mr. Orton, a fourth-grade teacher, decides to make his own reading comprehension test. Students will read a selection from an old fourth-grade basal (low base) reader. He has written nine questions. Three of the questions assess literal comprehension, three assess inferential comprehension, and three assess evaluative comprehension. He shows the test to the reading specialist working at his school, who responds that the test lacks validity. This could be because the test Mrs. Orton created:
a. Included questions of all three levels of comprehension
b. Has fewer than 10 questions; valid tests have at least 10
c. Had an answer key that showed the single correct answer for each question
d. Required students to write in cursive.
b. Has fewer than 10 questions; valid tests have at least 10
c. Had an answer key that showed the single correct answer for each question
d. Required students to write in cursive.
Recommended Reading and Viewing Sites
Assessment and other Skills:
Only watch the first five minutes of it as it relates to assessment. The videos are out of order as we decided to go with the Ready for RICA's way of arranging what to understand. We also felt that assessment is pretty valuable as it is going to keep coming back in the test again and again.
Only watch the first five minutes of it as it relates to assessment. The videos are out of order as we decided to go with the Ready for RICA's way of arranging what to understand. We also felt that assessment is pretty valuable as it is going to keep coming back in the test again and again.