Evaluation Packet
Summary:
Evaluation test 1 The name of the decoding
2 Rating Roswell-Chall Diagnostic Reading Test
Rating 3 Gates McKillop-Horowitz Reading Diagnostic Test
Rating: 4 San Diego Quick Assessment or list of words classified (GWL)
Rating 5 The Developmental Spelling Test
Evaluation of 6 Wepman Auditory Discrimination Test
7 Evaluation of Harp Free recount
Assessment 8 heading Barr for writing
Assessment9 Cloze
10 Concepts of Print Assessment
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1 vote
Name of Review: The name of the decoding test
Source: Phonics They use Patricia M. Cunningham
Objective assessment: a word, decoding and proof of knowledge of words with names and surnames of individuals and polysyllabic
Format: The examination consists of a series of 35 set name and last name (all 70 words)represent different patterns, phonemes, blends of consonants, vowels and syllables. And 'natural and decipher a fair amount of words, for students in grades four and above. Ask your child to do so, are teachers and take the tour in the morning.
Score Method: Use to take an exam, the correct answers and write the phonetic transcription of all the wrong answers. If the student is not seeking a name, write "No" next to their name and encourage the child toContinue. For polysyllabic words, consider the word correctly, regardless of where the student puts the accent on the word. Each correct word / name is a point. But I was not able to find what tens of frustration, to give the instruction, and independent levels in Phonics they use or in my research. (See considerations below).
Administration time: there are no time limits in this assessment.
The reason for the administration of this test: There are many words of recognition and decoding testthat can be given, but according to Cunningham, "I wanted a measure of their (students') ability to identify words that are confusing but the context, but it was not just a list. Cunningham went on to explain that reading is unnatural from a list of words and word choice is difficult, how to choose the words of sight may already be aware of the risks. This test id authentic and meaningful
Reflections: As this is a qualitative test, I imagine that there is no score values, and I couldError on every word that is one point. This test was designed to see in which area the student must phonetic instruction or support. This is a real help in finding a word of pupils' skills of attack, techniques and decoding.
2 votes
Name of assessment: Roswell-Chall Diagnostic Reading Test
Source: Florence G Roswell and Jeanne S. Chall
Target Assessment: designed to assess the basic word analysis (decoding) and word recognition skills of primaryClass of children. To assess the ability of students, the words with long vowels and short vowel patterns, word families, consonant blends, multi-syllable words and to decode the recognition of letters and sounds.
Dire format: Section 1A - Ask the students the letter makes you sound. If not, ask them to say a word beginning with that letter. Section 1B - Repeat the procedure 1A. Section 1C - have students read the words vertically in each family group word. Their model canfirst. Example: Read, "bin", then read, "clam". Section 2A have - students read the words. If you read a word incorrectly, write down what they said. This section is to assess the ability of students to decode words with short vowels. Section 2B - The vowels are isolated. Ask students to help them make the long and short sound of each vowel. Section 2C you - the students read the two words in each vertical column. For example, "Mat / mate. ThisSection, students have the ability to decode words with "and in silence." Sections 3A and 3B - Voice long review with and without vowel pairs. Are the students to read the words. Section 4 - Tell students, here are some long words. "Reading the model, the first word, and then ask students to the rest of the words more.
Score Method: For every correct answer is worth one point. There is a grading sheet. The assessment is to help teachers plan instruction to support and strengthenweak areas.
Time for the administration: at any time.
Reason for granting such an evaluation: the ability of the student, the words that identify the various sounds and blends and to determine whether the student voice patterns and rules in order to understand how to determine "decipher and quiet", and variations in time and voice short vowel sound pairs. It also helps to assess the basic word analysis (decoding) and word recognition skills.
Reflections: This is a fundamental assessmentis based on phonological awareness. Even if a student has not completed successfully in all sectors and classes have been developed to improve the weak would be to repeat the tests show a better performance students.
Rating 3
Name of the assessment and Source: Gates McKillop-Horowitz Reading Diagnostic Tests: Second Edition, Teachers College Press, 1981
(Merging auditory and auditory discrimination)
Target Assessment: Assess the strengths and weaknesses in reading and related areas ofespecially child poverty. "Discrimination and auditory testing mixture is given to understand that teachers with insight into the direction of the ability of students that words can consist of phonemes. Both subtests also assess students auditory (listening) comprehension. For the problems of readability Diagnosis is an assessment of phonological awareness and word recognition.
Format: teacher fusion hearing is to measure the phonemes to pronounce each word. Student at the hearing of the word isput together and say what they feel. The student must make a second attempt if they are wrong in their identification.
Auditory Discrimination-turn of students and to have your back to the trainers. The teacher can show students a sample, such as a pen and a pencil and ask if they have the same or different. The teacher reads two words and the students without looking, then you can either react if the words are the same orseveral.
Score Method: Auditory Fusion-L'insegnante is to write exactly what the student says. A raw score is based giving1 point for the correct on the first attempt, and half a point for the correct on the second attempt. Then the guests will be the average.
Auditory-discrimination, the student will receive a process and the base score is, how many correct answers the student meets. The assessment is then compared with an average score given.
Time management:These parts of the test relatively quick to administer the tests. There are no time limits or constraints.
Education guides assessment Ways: These tests evaluate students receptive and auditory skills. Reading difficulties often come from a child, incapable of individual sounds or phonemes, different, or are not able to reassemble them. The test will help to clarify the difficulties in which they can be administered as a corrective statement.
Reflections: OftenIf a child has had ear infections during sensitive periods of language, might suffer some degree of hearing loss. The child may be difficult to decipher certain sounds or phonemes units. This test can take a hearing problem, which affects the powers of language policy can.
Rating 4
Assessment Name: San Diego Quick Assessment or list of words classified (GWL)
Source: Ekwall, E., & Shanker, JL (1988). Diagnosis and rehabilitation of the disabled reader (3.Edition). Boston, MA: Allyn and Bacon, Inc., pp. 102-103
Target Assessment: The San Diego Quick Assessment is a series of classified lists of words that you can determine the ability of students to recognize words. It also helps to evaluate the speed and automaticity of word identification.
Format scoring procedure, the time to manage: Place each of the following lists of words on a 3x5 inch index card. Tip: Place the back of the card --
--. Pre-primer level
-. Primer
. First GradeLevel
. Second Grade Level
... Third grade level, etc.
The reason for labeling is that if you drop the cards, you can sort them in order, but an older student can not easily tell what grade he or she is reading about. It is recommended to add in the paper or laminated plastic covers.
Directions: As a student, "There are ten words on each card. I want to prove to you, any word on this card." Give the student a paper at a time. Write words slurred. TestThe paper begins with the words that are two levels below the actual grade level of students. The cards are read and the administrator determines which words are omitted. Once the student has missed three of the list, the test is to compete and the examination does not go beyond.
Missed 1 word = independent level
2 words missed = level of education
3 words missed = Frustration Level
The reason for the granting of this test: the test was designed as a tool for a rough estimate of the gainstudents' level of reading, but do not define a measure comprehension or the ability of students to the words. Serves as an indicator to determine if more appropriate.
Thoughts: Although this test is easy to administer and provides a SnaPSHooT in word recognition of a child should be given to other assessments in order to obtain a complete picture of the ability of the child.
Rating: 5
Name of Review: The Developmental Spelling Test
Source: J. Richard Gentry and JeanWallace Gillet, 1993
Target Assessment: The Developmental Spelling Test has been developed to determine the specific stage of development in which teachers spelling of a child in elementary grades K-2 at work. The five phases are Precommunicative, Semiphonetic, phonetic, transitional and conventional.
Format: The teacher called the spelling of each word list, followed by the expected rate, and then repeated the spelling of words again. The teacher should explain that "theNot will be graded right or wrong, but will be used to see how children think, some difficult words should be pronounced. Encourage and continue the work challenging, playful and fun "(Gentry, 1993). Teachers are looking for writing the original.
Sample list of words:
1. Monster, not the look that I like movie monsters.
2. United we live in the United States.
3. Dress The girl wore a new suit.
4. A life of large fish at the bottom of the bottomLake
5. We hiked to the top traveled up the hill.
6. Miss Piggy is not a human man.
7. Eagle The eagle is a powerful bird.
8. Closing The girl closed the door.
9. The car pushed pushed the bus.
10. What kind of animal you want?
Scoring Method:
Finalists Precommunicative random string of letters form words, spelling does not match the sound. (Example: RTES) by Monster
Finalists Semiphonic know that the lettersrepresent sounds, but is usually abbreviated spelling in a way that is left from the start and / or sound at the end. (Example: M for Monster)
Finalists aural magic words that sound, but can unconventional spelling. (Example: show) for Monster
The reason for the administration of this test: To see the places where children spelling and explanations on how to strengthen the skills of students. Can serve as a measure of growth, as we are accustomed. See where the student needs help,For example dealing with the end sounds, lessons and activities can be, depending on the end sounds of words.
Reflection: It 'useful to let the child know that does not prove spelling test, but a graduated student who the teacher will help you learn how children think when you try to write the unknown words. It 'also good to clarify potential problems early enough to correct the spelling patterns and rules that help to teach from that time as a student catch up occursVariety.
6 votes
Name of assessment: Wepman Auditory Discrimination Test
Source: Joseph M. Wepman (Revised 1973)
Objectives of discretion is used to determine the ability of students to the subtle differences between the phonemes are there in English. This assessment can be administered to students and adults.
To handle the format, scoring procedures, and time: examiner's balance sheet consists of thirty pairs of different words in a single phoneme in each pairand ten pairs of words that do not differ. Thirteen of the thirty pairs of words are different initial consonants, thirteen pairs of words are different in final consonants and four pairs of words are different in their medial vowels. The test is administered orally to a student at a time. The student is stored in a way that he or she can not see the mouth of the latter, or words on the word of the examiner's hand. The examiner reads each word pair once, and the student indicates whether the examiner read the word itselftwice the read two different words. The examiner will record students 'answers' on the proof sheet. The test takes about five minutes to administer. After the test is completed, the examiner covers all the errors committed in both "x" and "y" and writes columns figures in a box with "x" and "y" scores in the lower part of the proof sheet.
The reason for the administration of the test: Similar to Gates McKillop-Horowitz, was the Wepman test designed to assess the ability of a persondetect small differences in the sounds of words that are close to resonance.
Instructions for use of evaluation methods: evaluation of a problem in which it helps the education plan. Partly because of hearing problems can be detected.
Reflections: This is a very thorough examination and tested the scoring system based on the age of the person. Phonemic awareness is very important for early readers, and this test is a good indicator if a child can listen to a single unitSounds.
7 votes
Name of assessment: Harp Free recount
Source: The Handbook of literacy assessment and evaluation. Harp, B. (2000).
Target Assessment: The use of some sections of the checklist and the checklist Expository narratives tell the teachers the students' understanding of the ability of students verbally tell a story, he or she reads Gage.
To handle the format, scoring procedures, and time is: Tell the story ChecklistAn assessment as a checklist asking students elements of history, conflict and identify the main ideas set up and troubleshooting. All stories shares elements as character, setting, plot, or a problem, turning points or keystrokes, and end up with a solution to the problem or issue. The checklist is supported by the accounts and unassisted, remakes, and writing. Category scores 4-1 (4), such as revisiting the most successful. This is not a temporary host.
ReasonThe administration of this test: For the young readers to identify story elements and main ideas, which helps to understand. Teachers can use to measure the level of individual students when retelling a story or important and essential concepts, the sequence of events, the use of tables, graphs and maps in a bit argumentative.
Routes for the results of planning lessons can be used: the activities for promoting understanding, the emphasis on story elements, and the ideas remembering would be activated when studentsNarration is weak. Graphic organizers to look back, I think alouds, five "W and" how "are the ways in which one student to see the main facts in a re-telling the success necessary.
Reflections: I tried to get more information on this evaluation, the Internet search, but did not find anything. This view seems self exclamatory, and I think that, as a qualitative test, the Court of Auditors, to find out where the support of students and needsHelp.
Assessment 8
Name of assessment: Barr entry for the letter (letter SCALE 1, Grades K-3: becoming a writer)
Source: Assessing literacy with the record of learning, a manual for teachers, Grades K-6: The Learning Record Assessment System.
Objective assessment: a guide for teachers on the characteristics of students aimed writers developing countries, from the physical act of oral language on paper, cardboard or screen for actual use to communicate in writingMeaning.
Format: The scale integrated transcription and composition aspects of writing as a support and strengthen others. The scale describes six stages of development:
1. Top Writers
2. Early writers
3. Developing writers
4. Moderately fluent writer
5. Fluent writers
6. Exceptionally smooth writer
Score Method: grades one to six records in several staff writers on independence in their letter.
TimeAdministration: Students should collect their scripts throughout the year in the portfolios of their work. A series of letters for various purposes, both assigned and self-selected topics, periodically samples for signs of progress and information for teaching.
The reason for the administration of this test: To see where the student is a writer and to help prepare the lessons and take the students for the next level of writing. With the title, but also areas that will be addressed, and will continue to identifyStudies in these areas.
Reflections: Students can check their work and determine what to enter in the portfolio. You can measure your success in writing and striving for improvement. Teachers can focus on those parts of the letter that needs work. Teachers and students are writing with the cooperation in the selection of works and videoconferencing on bits.
9 votes
Recipient: Gap
Source: Dr. Seidenberg, in classroomDiscussion
Target assessment: a quantitative assessment was that a number of guests who will produce, in order to assess the reading comprehension
Format: Cloze is a method to systematically eliminate every word and voting fifth after the first sentence of 300-500 words with authority and ability of students to provide words correctly dispensed with in a context and based on information from their vocabulary. The last sentence of the text remains intact. Therefore, a 500-word piece was 100 deletions. A300-word piece was 60 deletions.
Marking the Cloze: Every word is exactly as the students properly.
Result stages
58-100 Independent
44-57 Instructional
0-43 frustration
Reason for the indication of Cloze and implications for teaching.
A point value 58 percent or more students to read the body with competence. Reading is not responsible individually difficult for students.
A value of 44-57 per cent reflects the positioncan be read by students with some skills, but reading some evidence of benefit would be.
A lower value of 43 percent is probably too difficult for students. A large part of leadership will be necessary, or other material must be replaced.
This is a tool to assess the level of readability for students, thus contributing to class of preparation or support, for example, in conjunction with the expansion of vocabulary, context, references and background informationKnowledge.
Reflections: My students pointed out that this is a fun activity. And 'more interactive for the child and it's exciting to be able to complete the story, as if the students write the author, has helped. An extension of fun activities for this evaluation is a Mad Libs. Although it is not the same Cloze, is enjoying teaching the word and the results are humorous or silly stories, children seem to be very useful.
Evaluation 10
Name of assessment: Concepts About PrintMarie Clay
Materials: Concepts About Print; children's eyes to the way in which the printing language learned? and (GAP) concepts of history booklet printing, Stones by Marie Clay
Target evaluation: particularly relevant to the assessment of pre-reading or emergent literacy skills such as:
Information Book Guidance
Principles, the fundamental direction of the pressure on the provision
Knowing that to print the images do not contain the history
Understandingterminology such as Word, required reading, writing, at the beginning of the sentence, on top of the page.
Understanding of simple punctuation
Format:
Great script is described as follows:
Use one of the leaflets PAC by Marie Clay as stones, sand, Follow Me, Moon, or without shoes. Or use a simple picture book for children that the student has never seen.
Hand the student the book with the spine toward the child, saying: "Show me the beginning of the book."
OpenBook directly at the point where the printing on one side and a picture on the other. So I say, "Show me where I'm going to read." Make sure your child shows the exact location.
Remain the same number of pages and points of least to the point where you start to read, say, "Show me the finger, where I go next." Then ask: "Where do I go from here?"
Talking to a new page and say: "Point to the beginning of the story on this page>" So I say: "Point to the end of the story on thisSide. "
In order to say a couple of pages and "Show me the bottom of the page" (page 8) and then click on "Show at the top of the page." Click the photo and say, "Let me see the bottom of the picture" and then "Show me the top of the picture." (Page 7)
On the same page, choose a capital letter with a pencil and say: "Show me a little note that is the same as this." Shows (I on page 6) Next, you are a lowercase letter and say, "Now point to capital letters which are the samethis one. "(ta page 12) You might want to repeat this process with the other letter pairs.
Reference to a page that has a period, an exclamation mark, question mark, a comma and a number of quotations. Point in turn and ask: "What is it?" What's that? "
Scoring Method:
Observe and record the responses of children to concepts about print sheet music with the rules quick reference for the coding, the assignment of a point scored for each of them. A scale from 1 to 9Planned (Stanines) for ages 5 to 7, to see how the children compare with other children their age with the other.
Time to administer:
As far as I could see there was no element of time to test them and some children may respond more quickly than others.
Reasons why I chose this assessment: I think it is important to assess and support young readers constructed by building a foundation for his emergent literacy skills and strategies. The fundamentals in the first place and weas a teacher should not assume that every child knows how to get into a school environment (school or kindergarten), these basic concepts of print. Once you feel comfortable, they are familiar with the concepts, we are able to teach the techniques of others for readers and writers of success.
Routes for the results of planning lessons can be used:
After examining the child's knowledge of the press, teachers plan lessons and teach the concepts unknown. Repeat the test should be done to compareGrowth and monitored.
Reflections:
It 'hard to reflect on this assessment, because I have never administered. But as I said earlier, it is important to properly assess and the concept of age of young children from the press, but as the pressure, which pinned her recently been applied to all children their letters and some words as part of literacy ready. Children need to understand the concepts of pressure before we can give the feeling of reading and writing.
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