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FOR 13
| Question | Answer |
|---|---|
| Assessment outcomes are not simply grades in the grade book. They are ___________ | valuable data teachers can use to decide how to meet the needs of ALL students |
| Assessments should be ___________ | purposeful, systematic, and evidence-based |
| Assessments should ________ | align with instructional goals and the unique needs of individual students. |
| teachers can gain a comprehensive understanding of student's reading development by ______ | using a variety of formal and informal assessments |
| the main skills students acquire in reading are ______ | phonological and phonemic awareness, phonics, fluency, vocabulary, and comprehension |
| phonemic awareness assessments | used to identify student's ability to manipulate sounds |
| phonics inventories | used to assess letter-sound relationships |
| fluency assessments | used to measure accuracy, rate, and prosody through oral reading fluency tasks |
| vocabulary assessments | used to measure knowledge of word meanings using word sorts, cloze activities, or context clues |
| text comprehension assessments | used to assess understanding through oral retells, written summaries, and text-based questioning |
| assessing student's reading skills requires a balanced approach using both _______________________ | formal and informal assessments |
| formal assessments such as standardized tests provide ______ | structured, QUANTITATIVE DATA that can be used to evaluate student's performance against GRADE-LEVEL BENCHMARKS |
| informal assessments offer ___________ | flexible, real-time insights into student's day-to-day progress and helps teachers tailor instruction to meet individual needs |
| formal assessments are __________ | standardized, structured assessments with specific scoring systems and benchmarks |
| informal assessment are ____ | flexible, teacher-created tools used to gather daily information on student's reading needs |
| formal assessments provide _______ | quantitative data and are often used to compare student's performance to grade-level standards or peer groups |
| results of formal assessments are typically used for ___ | accountability, reporting, and identifying broader trends in learning |
| examples of formal assessments include | standardized tests, criterion-referenced tests, or norm-referenced tests |
| informal assessments provide ________ | qualitative insights into student's strengths, weaknesses, and progress |
| results of informal assessment _______ | inform instructional planning and individual student needs |
| examples of informal assessments include | observations, running records, anecdotal notes, and student work samples |
| two main types of data | quantitative and qualitative |
| quantitative data | NUMERICAL data that can be measured, counted, and compared against benchmarks |
| qualitative data | DESCRIPTIVE data that provides deeper insights into a student's reading behaviors, strategies, and thought processes |
| phonemic awareness assessments | measures a student's ability to hear, identify, and manipulate individual sounds (phonemes) spoken words |
| phonics inventories | assess student's understanding of letter-sound correspondence and decoding skills |
| fluency assessments | measure reading accuracy, rate (words correct per minute), and prosody (expression and phrasing) |
| vocabulary assessments | evaluate student's understanding of word meanings, relationships, and usage |
| text comprehension assessments | assesses student's abilities to understand, interpret, and analyze texts |
Created by:
kristikee