Reading Assessments

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Reading Assessment

Reading Assessment ASSESSMENTS FOR READING ABILITIES | INFORMAL USE FORMAL USE FORMATIVE USE SUMMATIVE USE | ANECDOTALRECORDS | To observe students in instructional settings. Used for identifying reading comprehension benchmark.(Boyd-Batstone, 2004), | THINK ALOUDS | Stragey for the think aloud enables modeling for students. Enables them to see how accomplished readers create the meaning from the book. Enables students to monitor their thoughts as they read and advances their intellectual capacity.It educates students to look back over a sentence, read in advance to clarify, and/or look for context sign to make logic of what they read. | SELF-EVALUATI0N | To progress accomplishment in the classroom.Supports the idea of a collaborative learning environment.Assessment offers educators to increase ways to connect students to be more imaginative. (Stiggins, 1991,2001). | END OF UNIT TEST OR PROJECTS | When assessments reproduce the affirmed learning objectives, a well-made end of unit test provides teachers with information relating to individual students. | | | | | | FEEDBACK | Teacher create written or oral feedback to student discussion or work. | | | | | | | | | | STANDAR-ADIZED ASSESS-MENTS | Tests that precisely reveal state performance and content standards offers a clue of how many students are accomplishing established grade-level expectations | | | | | | | | PORTFOLI0S | When used as part of an assessment of student learning, portfolios make available proof to support attainment of stated learning objectives | | | | | | CURRICULM BASED MEASUREM-ENT (CBM) | Set of standardized measures is used to decide student progress and performance (Deno, 2001). | | | | READING LOGS | | COMPREHENSIVE TEST OF PHONOLOGIC-AL PROCESSING



References: Boyd-Batstone, P. (2004). Focused anecdotal records assessment: A tool for standards-based, authentic assessment. Reading Teacher, 58(4), 230-238. Compton, D. L. (1997). Using a developmental model to assess children 's word recognition. Intervention in School and Clinic, 32(5), 283. Deno, S. L. (2001). Curriculum-based measures: Development and perspectives. Retrieved November 11, 2012, from http://www.progressmonitoring.net/CBM_Article_Deno.pdf. Hoge, R. D., & Coladarci, T. (1989). Teacher-based judgments of academic achievement: A review of literature. Review of Educational Research, 59(3), 297–323. Paris, S. G., Paris, A. H., & Carpenter, R. D. (2002). Effective practices for assessing young readers. In B. Taylor & P. D. Pearson (Eds.), Teaching reading: Effective schools, accomplished teachers (pp. 141-162). Mahwah, NJ:Lawrence Erlbaum Associates.Rathvon, N. (2004). Early reading assessment: A practitioner 's handbook. New York: Guilford Press. Stiggins, R. J. (2001). The unfulfilled promise of classroom assessment. EducationalMeasurement: Issues and Practice, 20(3), 5-14. Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners: Beyond achievement to self-efficacy. Washington, DC: American Psychological Association.

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