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FOR 14
| Question | Answer |
|---|---|
| purpose of screening/entry level assessment | to identify student's baseline skills and potential difficulties |
| purpose of formative/progress monitoring assessments | to track progress and guide instructional adjustments |
| purpose of summative assessments | to measure the outcome of curriculum and instruction, happens at the end of a unit/year |
| purpose of diagnostic assessment | to identify specific deficits for targeted instruction |
| purpose of pre- and post-assessments | to measure GROWTH and instructional effectiveness |
| purpose of criterion-referenced assessments | to evaluate performance based on mastery of grade-level STANDARDS |
| purpose of norm-referenced assessments | to compare performance to PEERS |
| key assessment concepts | validity, reliability, and bias in testing |
| validity | ensures the assessment measures what it claims to measure (a fluency test measures fluency, not vocabulary) |
| reliability | ensures consistency of results over repeated administrations |
| bias in testing | refers to cultural, linguistic, or content-based biases that may unfairly disadvantage specific groups of students |
| individual assessments | running records and informal reading inventories (IRIs) |
| running record | a student read aloud while the teacher records errors, substitutions, and self-corrections to analyze DECODING AND FLUENCY |
| informal reading inventories (IRIs) | a student reads a short passage and the teacher asks comprehension questions to assess both decoding accuracy and understanding of the text |
| guided reading is an example of a | group assessment |
| assessments of reading skills are categorized into _____ | code-based and meaning-based |
| code-based assessments measure ____ | foundational reading skills that are critical for decoding and fluency |
| meaning-based assessments measure ________ | a student's ability to understand, interpret, and analyze texts |
| cloze assessments | students fill in blanks with appropriate words, demonstrating vocabulary and context skills |
| teachers should use both code-based and meaning-based assessments to _______ | diagnose specific deficits, monitor progress, and guide instruction |
| how to calculate a student's accuracy rate | total words read minus errors divided by total words read and then multiply 100 |
| rate = | words correct per minute (WCPM) |
| prosody is assessed using a _________ | rubric (appropriate phrasing, smoothness, and expression) |
| leveled texts | organized collections of books - both literary and informational - ranging from easiest to challenging |
| literary texts | stories, poems, and plays |
| informational texts | nonfiction books that explain concepts or provide factual information |
| ways to level texts | grade level equivalent (2.5, 5.4 etc), guided reading level (ranges from A to Z), Lexiles (ranges from BR to 1385L), development reading assessment (DRA - >95% independent, 90% instructional, <90% frustration |
| DRA identifies | a student's independent reading level (>95%) |
| why text leveling is important | allows teacher to provide differentiated instruction, helps student build comprehension skills, vocab, and fluency, and ensures students are appropriately challenged |
Created by:
kristikee