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EDUC 3333 Midterm
Fairmont State University Assessment and Reading Improvement Midterm Study Guide
| Question | Answer |
|---|---|
| Assessment | gathering information about learning |
| Evaluation | making a judgement / examining the evidence / assigning a value |
| What are the four types of assessments? | formative, summative, diagnostic, benchmark |
| Formative Assessment | ongoing, used during instruction to monitor learning and provide feedback |
| Summative Assessment | at the end, used to measure overall achievement |
| Diagnostic Assessment | pre-assessment |
| Benchmark Assessment | periodic checks to track progress |
| What are the two ways to compare tests? | norm and criterion referenced |
| Norm Referenced | compare a student's performance against their peers |
| Criterion Referenced | compare a student's knowledge / skills against a pre-determined standard |
| Norm referenced is useful for ____ ____. | developmental level |
| Criterion referenced is used for ____ ____. | mastery learning |
| What are the five assessment techniques? | observation, checklist, rubric, fluency checks, IRI, retellings |
| Observation Technique | watching with purpose in order to see or learn something |
| Checklist Technique | specific criteria provided to ensure students understand how to fulfill assignment requirements |
| Rubric Technique | scoring tool that evaluates performance, understanding and effort |
| Fluency Check Technique | record of a student reading aloud a prepared passage to show development of decoding |
| What's one of the most authentic assessment techniques? | retellings |
| What are the four steps of the assessment cycle? | planning, monitoring, evaluating, reflecting |
| What does ESEA stand for? | elementary and secondary education act |
| What is ESEA? | federal investment to support reading programs through Title I |
| What does REA stand for? | reading for excellent act |
| What is REA? | using scientifically-based reading research to improve reading through peer review |
| What does NCLB stand for? | no child left behind |
| What is NCLB? | goal of getting all students reading on grade level through testing and annual yearly progress |
| What does ESSA stand for? | every student succeeds act |
| What is ESSA? | prepare students for college / career through state accountability |
| What does 3GSA stand for? | third grade success act |
| What is 3SGA? | holding back those in third grade who are not on level |
| What does NAEP stand for? | national assessment of educational progress |
| What is NAEP? | assesses all subjects as the "nation's report card" |
| What are the five models of reading? | deficit, contextual, stage, cognitive, simple view of reading |
| Deficit Model | views reading difficulties as something "wrong" with the student |
| Contextual Model | reading is influenced by social, cultural and environmental context |
| Stage Model | reading develops through predictable stages |
| What are the stages of reading? | pre/emergent, decoding, fluency, reading to learn |
| Cognitive Model | focuses on mental processes used in reading |
| What is the simple view of reading? | decoding x language comprehension = reading comprehension |
| What is iReady part of? | ready, read, write WV |
| What does iReady focus on increasing literacy proficiency through? | science of reading |
| What are the four affective factors for reading? | attitude, interest, value, self-concept |
| Attitude | set of acquired feelings about reading that consistently predispose an individual to engage in or avoid reading |
| The more positive an attitude is, the ____ likely it is for a child to be a lifelong reader. | more |
| What are attitudes shaped by? | our experiences, belief about what will happen, and those around us (parents / teachers) |
| Interest | a positive orientation toward reading about a particular topic |
| What does knowing students' interest allow us to do? | recommend books or read books that would appeal to them |
| Value | an individual's beliefs about the extent to which reading is generally useful, enjoyable and important |
| What is a distinct force that influences motivation? | value |
| Self-Concept | self-perception as a reader (sense of competence and role ascribed to reading as part of your identity) |
| What are the three roles of the teacher in helping affective factors? | model positive behaviors, share personal experiences, establish a classroom reading community |
| What provides the foundation for successful reading? | increasing knowledge of print and oral language |
| What are the 4 major components of emergent literacy? | concepts of print, alphabetic recognition, phonemic awareness, development of narrative comprehension |
| Concepts of Print | rules readers follow to be able to read successfully |
| What are examples of concept of print? | front of book, page v pic, left to right, return sweep |
| Alphabetic Recognition | recognizing the letter names in the alphabet |
| How do we assess alphabetic recognition? | presenting with letters and asking the student to name the letters |
| Phonemic Awareness | smallest sounds we hear in words |
| What are the building blocks of language? | phonemes |
| What are the six layers of phonemic awareness? | isolation, blending, segmentation, addition, deletion, substitution |
| Narrative Comprehension | a child's ability to understand and construct a mental representation of a story |
| IRI | individually administered reading assessments intended to help determine a student's reading instructional needs |
| What type of assessment is an IRI? | diagnostic |
| What are the three components of an IRI? | graded word lists, graded reading passages, comprehension questions |
| Graded Word Lists | determine the accuracy of word recognition in isolation |
| Graded Reading Passages | length of passages increases gradually / oral, silent and listening |
| Comprehension Questions | categorized according to type (inference, summarizing, etc.) |
| What are the four reading levels? | independent, instructional, frustration, listening comprehension |
| Independent Level | highest level / 99% accuracy and 90% comprehension |
| Instructional Level | benefit from instructional support / 95-99% accuracy and 75% comprehension |
| Frustration Level | child likely to be frustrated / less than 90% oral accuracy and 50% comprehension |
| Listening Comprehension | accurately comprehend material read / estimate of receptive language comprehension / 75% comprehension |
| What are the two types of information obtained in an IRI? | quantitative and qualitative |
| Quantitative Information | numbers / grade score, % of accuracy |
| Qualitative Information | words / information about how the reader attacks words |
| What are the three components of word recognition and spelling? | phonics, sight words, morphological analysis |
| Phonics | ability to use letter-sound correspondences to derive the pronunciation of words |
| Phonics instruction needs to be ____ and ____. | explicit, systematic |
| Explicit Phonics Instruction | initial introduction of a letter-sound relationship is directly stated to studetns |
| Systematic Phonics Instruction | we follow a continuum from easy to more complex |
| What are some examples of phonics assessments? | Z-test, informal inventory, informal decoding |
| Sight Words | any word a reader can read and pronounce automatically without conscious analysis |
| High Frequency Words | words that most often appear in written English |
| What are some examples of sight words assessment? | Dolch words, Fry sight words |
| Morphological Analysis | explicitly thinking about morphemes |
| Morphemes | smallest units of meaning in language |
| Morphemes can be ____ or ____. | free, bound |
| Prefixes | attached before a base word, modifies meaning |
| Suffixes | attached after a base word, modifies part of speech |
| Affixes | collective term for prefixes and suffixes |
| Base Words | words that can stand along as English words |
| Root Words | word parts that combine with affixes to form words |
| What are the five stages of spelling? | emergent, letter name, within word patterns, syllables/affixes, derivational relations |
| Emergent Stage | non-alphabetic, scribbles, letter strings, no vowels |
| Letter-Name Stage | begin to include vowels |
| Within Word Patterns Stage | high frequency spelling patterns, long v. short vowels, use long vowel markers |
| Syllables/Affixes | consonant doubling, ing/ed ending, spell one-syllable, misspell unaccented syllables and affixes |
| Derivational Relations Stage | spell most common words right but misspell unaccented syllables, silent consonants, affixes |
| What are three approaches to teaching word recognition? | word banks, making words, word sorts |
| Word Banks | written list of key subject specific vocab words for students to draw from when they're writing |
| Making Words | spelling based decoding activity where students see how adding and moving letters can create new words |
| Word Sorts | semantic map strategy that helps students improve their vocab and categorization skills |
| What are the two types of word sorts? | open and closed |
| Open Word Sort | students make their categories |
| Closed Word Sort | teacher makes categories |
| What are the four things we want our children to do in word recognition? | analytic (break into parts), synthetic (put together), analogies (compare), apply it in context |
| What are the three levels of ZPD? | independent, instructional, frustration |
| Alphabetic Principle | letters match to sound |
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haileyjordan91
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