Assessment & Reading Rubrics
Assessment
Source Unknown
Documentation of Progress: Teacher monitors student's progress in reading and writing through systematic observation.
•Provides basis for instruction
•Provides information for forming guided reading groups
•Provides information for appropriate text selection
Formal Assessment Provides a Snapshot View
•Stanford Nine and other norm referenced tests
•LAPA Scores
•District Assessment based on CORE Curriculum
•Informal Reading Comprehension Placement Test, Middle School Computer Assessment
•Informal Reading Inventory, Elementary Textbook Adoption
Ongoing Assessment Records Evolving Progress
•Talking and listening to students (formal/informal conferences)
•Talking with parents or other teachers (formal/informal conferences, explanation of formal and informal assessment procedures, sharing student word samples)
•Observational Notes (anecdotal records, checklists)
•Samples of student work (portfolios, writing samples, journals, cloze tests)
•Listen to student read (informal/formal running records, miscue analysis
Assessing Students for Grouping and Instruction
The most useful source of information about students' instructional levels is observations teachers make on a daily basis. The following types of informal assessments are appropriate for documenting students' literacy performance and academic growth:
•Observation checklists
•Anecdotal notes
•Running records
•Student portfolios
•Teacher/student conference notes
•Student learning logs
Assessment provides documentation about what students know and can do. The primary purpose of assessment is to gather data to in form literacy instruction. If assessment does not result in improved teaching, its educational student learning value diminishes. Assessment allows teachers to see the results of their instruction and to make judgments about students' literacy development.
Observation by teachers provides the following:
•Valid information about what students know and can do
•Reliable systematic observations about students' progress and development
•Evaluation of student progress as a basis for flexible grouping
•Validation of progress for parents and students
•Authentic feedback that drives the instructional program and connects with the CORE Curriculum
When teachers review their observations and other in formally collected data about students' literacy development, it is important to have an organized system in order to document academic growth. A rubric is one method of organizing informal assessment data.
•Design rubrics that have guidelines for observation, assessment, and evaluation
•Create rubrics that are both process and product based
•Assess and/or evaluate students' literacy performance and progress based on the picture of each student's progress and achievement that emerges
Guide for Observing Reading Behavior
Student(s):
•Directional movement/return sweep
•One to one matching
•Uses meaning cues
•Uses structure cues
•Uses initial letters/sounds
•Uses final letters/sounds
•Uses chunks of words
•Integrates cues
•Rereads
•Recognizes basic vocabulary
•Self-monitors
•Self-corrects
•Cross checks
•Searches
•Uses fluency, phrasing, expression
•Views self as a reader
•Indicates comprehension
•Participates in discussion
•Looks for main ideas
•Looks for details
•Connects to personal experience
•Thinks about what will happen
•Self- questions
•Summarizes during reading
•Summarizes after reading
•Asks self whether he/she likes the selection
•Asks self whether he/she agrees with ideas or characters
•Compares and contrasts selection with others he/she has read
Most authorities define three reading levels.
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•Independent Reading Level. Unassisted easy oral reading by a child with no more than five errors per 100 running words and with 100 percent accuracy on comprehension questions about the story-
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•Instructional Reading Level. This is the best level for learning new vocabulary. It requires the assistance of a teacher or tutor. The word error range allowed while reading orally to the teacher is from 5 to 10 word calling errors per 100 words of text with at least 80 percent comprehension on simple recall questions about the story. This is where the best progress is made in reading. Children who are forced or permitted to attempt reading beyond the 5-word error limit soon begin to feel frustration when in an instructional setting.
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• Frustration Reading Level. This is too hard for the reader. Word errors are over 10 per 100 running words of text. Comprehension questions are below 70 percent accuracy. Unfortunately, teachers sometimes allow this to happen, especially when the words missed are basic vocabulary
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•sight words, such as "was" for "saw" and "what/that." The practice of having young children work on frustration level is
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•not professionally sound. It is, however, all too often observed in the classrooms of well-meaning teachers.
Subject: If football was run by the education system......
If football was handled by the same rules as education, it might look like this….
1. All teams must make the state playoffs and all MUST win the championship. If a team does not win the championship, they will be on probation until they are the champions, and coaches will be held accountable. If after two years they have not won the championship their footballs and equipment will be taken away UNTIL they do win the championship.
2. All kids will be expected to have the same football skills at the same time, even if they do not have the same conditions or opportunities to practice on their own. NO exceptions will be made for lack of interest in football, a desire to perform athletically, or genetic abilities or disabilities of themselves or their parents. ALL KIDS WILL PLAY FOOTBALL AT A PROFICIENT LEVEL!
3. Talented players will be asked to workout on their own, without instruction. This is because the coaches will be using all their instructional time with the athletes who aren't interested in football, have limited athletic ability or whose parents don't like football.
4. Games will be played year round, but statistics will only be kept in the 4th, 8th, and 11th game. This will create a New Age of Sports where every school is expected to have the same level of talent and all teams will reach the same minimum goals. <
5.If parents do not like this new law, they are encouraged to vote for vouchers and support private schools that can screen out the non-athletes and prevent their children from having to go to school with bad football players
Sent in by Dolores Seyffert, LI 1/30/08
Source: Internet, Author unknown
Ms. McGown “Formal evaluations such as placement tests, standardized tests, and unit tests (we only use unit tests in our first grade) allow teachers to determine mastery of a particular skill and show where a child performs in relation to a larger group. However, performance tasks such as a writing activity, story retelling, oral presentation, or other projects can be assessed effectively using a rubric. Rubrics are scoring guides based on specific criteria for quality work.”
Leveled Benchmark Books
For you to ponder:
Cheating surfaces periodically on standardized testing.
Atlanta, Georgia 2013brought it back into the lime light. Former Atlanta Public Schools Superintendent Beverly Hall, as well as several high-level administrators, principals, teachers and testing coordinators were involved.
Also, if the government does not want primary students to be subjected to standardized tests why should the school districts? For years, psychologists have spoken out about the harmful effect of standardized testing on youngsters. Use evaluations such as Marie Clay’s (It is standardized but not threatening like the SAT and Met.) Use an IRI, or benchmark books; those results are meaningful and not demoralizing or threatening. Assessment should be meaningful and another tool for learning. Standardized tests such as the Iowa and Metropolitan do not give a teacher an instructional reading level.
Testing is invalidated when: a child becomes emotionally upset and panics- vomits, cries or needs to use the bathroom; if a child loses his/her place on the test; if the student is tired or hungry; if they are afraid for whatever reason.
Results of district wide Standardized tests can not be the soul source of evaluating a student’s progress. At best the scores can reveal strengths and weaknesses in a school system.
Do You Do Tests by Wise Hat who give his view.
Rigby PM Benchmark Primary Literacy Kit
For Levels 1 - 8:
• Introduce the selected text by reading the title and discussing the cover.
• Read the book introduction provided.
• Have students take a few minutes to look through the book to orient them to the story. Say, “Look at the pictures and see if you can tell what this story is about.”
• When the student is ready, begin taking the running record.
• Score students on accuracy
For Levels 9 – 30:
• Read the book introduction to the student.
• Send the student off to read the book silently.
• When the student is done, have them come back to the table.
• Put the book aside and have the student retell the story (Use the Retell Scoring Guide).
• If they don’t have the basic of the who, what, where, why after retelling, then use the comprehension questions provided or your own questions to determine the student’s level of understanding.
• Score students on accuracy, comprehension and fluency.
Assessing Retellings
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✴Story Retelling Rubric/Louisiana Voice
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✴Retelling Framework for Oral Retelling-fiction
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✴Retelling Framework for Oral Retelling-nonfiction
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✴Story RetellingRubric U Tube
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✴Retell a Story Cube U Tube
Story Retelling Summary Analysis
Score the retelling on an 8 point rating scale. Each item below is worth 1 point.
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1.Begins story with an introduction.
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2.Names main character(s)
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3.Includes information about setting (time or place)
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4.Refers to the main goal or problem.
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5.Includes important events that highlight the beginning , middle, and end of story.
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6.Keeps the ideas in sequence.
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7. Names the solution to the problem aor the attainment of the goal.
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8. Provides a conclusion related to the story.
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Author unknown
Assessment & Rubrics for Reading
Other Rubric links:
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✴Early Development Rubrics Alaska/All inclusive/Scroll down for bilingual assessment
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✴Report Designer Student Progress Report
Assessment
Assessment focuses on what learners can do. It includes observing and recording progress in authentic activities .
For guidance in evaluating emergent readers, you will want the expert’s guidance of Marie Clay found in her Observation Survey.
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✴Procedures for Administering Leveled Text Reading PassagesRR
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✴Assessing the Student’s Concepts about Print K & Gr. 1 Teacher’s Corner
Marie Clay’s Survey is very through and accurate. Training is needed to administer the test.
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✴Reading Recovery Assessment AssessingPrimary Readers Ky. Ed. Dept./Scroll down
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✴Identification for Title l or Reading Program
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•DAR
It is a "given" that teachers continuously take Running Records. An ideal time is during Group Reading time when the students reread a story with a partner.
The teacher very likely will only hear a few students during a reading session but RR can be continued at the next rereading of a text.
If the teacher marks off three sections in the book with the same number of words- with long stories a 100 word section-it is quick and easy to compute. With Emergent readers the entire story can be used. If a teacher uses less than a 100 words e.g. 75 she/he could have a chart stating score
for each number of possible errors - unless the teacher is a math whizz. There is a program for calculating http://www.wordcalc.com/runningrecord/
Marking off 3 sections will ensure a more positive survey- the student sitting next to the reader will have an advantage so a different section should be chosen.
If the teacher has wheels on her/his chair, the teacher can easily scoot around while the children in the group are rereading their story with a partner. Taking RR has to be quick an easy because the teacher has to keep aware of all students. With practice the teacher can listen, tick, record,and be aware of her/his other students.
Constant observing of the number and types of errors is important to note progress or regression.
A teacher senses the ability/ progress of her students via observing throughout the day. The teacher doesn't need the thorough assessment that is given
school wide except at the beginning of the school year and then at the end to note progress.
Other Assessments
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✴Informal Reading Assessment- Word Lists
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✴Writing Known Word AssessmentMichigan
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✴Assessing & Teaching Reading Comp. & Pre-Writing , K-3 -manuals to purchase
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✴Reading Assessment Database: Summary Chart of Early Rdg. Ass. for PreK-3 SEDL Rdg. Resource
Phonics /Phonemic
Awareness Assessment
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Cool Tools/Florida - scroll down for phonemic awareness and phonic assessements
Fluency
“Presently in America, good teaching is determined at state and federal levels by the standardized test scores of students. Does strong performance on trivia-based assessments reflect non"rudimentary cognitive skills"? A single performance on one day's test may not accurately reflect the lessons and new abilities students take away from talking with a teacher. Shouldn't "good teaching" describe the way(s) teachers facilitate students in challenging their beliefs about the world? "
Jason Murphy
Rubrics for Comprehension
Constructed by Mary DeFalco Re visited 4/2/13
No looking back at the text.
by Barbara Cohen