Praxis: Teaching Reading Elementary 5205 (Assessment and Instructional Decision-Making) Constructed Response

Measures that can be used to assess phonemic segmentation skills are...

- Initial Sounds Fluency (ISF) - Phonemic Segmentation Fluency (PSF)

Meaning-based Skills

- concepts about the world (prior knowledge) - vocabulary - comprehension - oral language

Code-based Skills

- concepts of print - manipulate sounds in words - alphabet knowledge - word recognition

Students who are at levels _ and _ need interventions in the form of intensive reading instruction. These students should also be challenged so they can continue to make progress.

1 and 2

Types of Assessments

1. Diagnostic 2. Formative 3. Summative 4. Performance-based 5. Criterion-referenced 6. Norm-referenced (percentile) 7. Universal Screening

Ways to level text

1. Grade level equivalent 2. Guided reading level 3. Lexile Framework 4. Developmental Reading Assessment (DRA)

Reading Achievement Levels

1. Highly likely to need substantial support for the next grade/course 2. Likely to need substantial support for the next grade/course 3. May need additional support for the next grade/course 4. Likely to excel in the next grade/course 5. This student is above grade level and can easily answer complex questions

Categories of Vocabulary Knowledge Scale (VKS)

1. I don't remember seeing this word. (1pt) 2. I have seen this word, but I do not know what it means. (2pts) 3. I have seen this word, and I think I know what it means. (3pts) 4. I know this word and what it means. (4pts) 5. I can use this word in a sentence. (5pts)

Additional Ways to Assess Phonemic Awareness

1. Identifying Initial Sounds 2. Blending onset/rime 3. Phoneme Segmentation 4. Phoneme Manipulation 5. Phoneme Deletion

Types of informal reading and writing assessments teachers can use to progress monitor

1. Informal Reading Inventory 2. Informal Writing Tasks 3. Authentic Assessments 4. Portfolio Assessments 5. Oral Assessments 6. Written Assessments 7. Informal Assessments

Types of questions teachers ask during an IRI

1. Text-based 2. Inferential 3. Literal 4. Main idea 5. Key ideas 6. Sequence 7. Cause and effect 8. Plot structure

Students at a level _ are considered proficient. However, as indicated in the description, these students may need additional support to remain proficient. To ensure these students stay proficient and continue to make progress, teachers should monitor these students closely and provide them with challenging reading opportunities

3

Students who are a level _ are above proficiency and are often self-motivated in their learning. Teachers should continually find ways to challenge these students.

4 or 5

Diagnostic Assessment

A pre-assessment providing instructors with information about students' prior knowledge, preconceptions, and misconceptions before beginning a learning activity.

Formative Assessment

A range of formal and informal assessments or checks conducted by the teacher before, during, and after the learning process in order to modify instruction.

Independent Reading Level

A student easily reads through a paragraph, exercising prosody and automaticity; 95% and up accuracy

Instructional Reading Level

A student reads through a paragraph, mostly exercising prosody and automaticity; the student makes only six errors, but self-corrects on most of the errors; 90% accuracy

After the universal screen process and an oral reading analysis using grade-level text, three 2nd grade students in Ms. Jefferson's class have been identified as at risk. What should Ms. Jefferson do next in helping these at-risk students? A. Administer a series of diagnostic assessments focused on specific skills such as phonemic awareness, phonics, and word recognition B. Provide opportunities for the students to engage in choral reading so they can become comfortable with reading aloud and building fluency C. Group the at-risk students together and provide them with low-level text, so they can practice their reading D. Request that a specialist come pull students out of class and work with them individually to help them increase their skills

A. Administer a series of diagnostic assessments focused on specific skills such as phonemic awareness, phonics, and word recognition

A teacher is walking around the room and observing students as they read. This is considered a: A. Formative assessment B. Summative assessment C. Criterion-referenced assessment D. Diagnostic assessment

A. Formative assessment

A teacher is having students engage in a writing project that will take some time over the course of the semester. Which of the following assessment tools will benefit students most so they understand expectations and can self-assess? A. Rubric B. Formative C. Summative D. Diagnostic

A. Rubric

Summative Assessment

An assessment that focuses on the outcomes; it is frequently used to measure the effectiveness of a program, lesson, or strategy

Universal Screening

An assessment used to place students in appropriate classrooms or grade level

A teacher is planning to implement evidence-based strategies in the classroom. The teacher wants to determine if these strategies are effective for her students. What assessment should the teacher use to measure this? A. The teacher should start with a universal screening test, then a summative assessment mid semester, then a norm-referenced assessment at the end of the semester B. A diagnostic pretest at the beginning of the semester, formative assessments throughout the semester, then a summative assessment at the end of the semester C. A norm-referenced exam at the beginning of the semester to compare students then a criterion-referenced assessment at the end of the semester D. Formative assessments throughout the semester and then a universal screening test to determine students' levels

B. A diagnostic pretest at the beginning of the semester, formative assessments throughout the semester, then a summative assessment at the end of the semester

After reading a leveled passage, a teacher asks a student questions; the student responds orally to follow-up questions, and the teacher assess comprehension and recall. This process is used to measure progress in comprehension and other skills as well as if the student is at the independent, instructional, or frustration reading level. This type of assessment is called a(n): A. Fluency read B. Informal reading inventory C. Summative assessment D. Norm-referenced assessment

B. Informal reading inventory

A teacher is conducting an informal assessment with a student to measure the student's phonemic awareness. Which of the following indicates the student's proficiency in phonemic awareness? A. The student can identify the beginning sound in a word B. The student can substitute the beginning and ending sounds in a word C. The student can clap the syllables in a word D. The student can identify how many sounds are in a word

B. The student can substitute the beginning and ending sounds in a word

Which of the following is the most effective way to use a norm-referenced assessment? A. To display student progress on the bulletin board B. To make instructional decisions in the classroom C. To measure outcomes of reading programs D. To informally observe students during reading

B. To make instructional decisions in the classroom

Which of the following is the most effective way to use formative assessments? A. To rank students after they have completed a multiple-choice exam B. To monitor progress and guide instruction C. To measure outcomes based on a set of standards D. To grade on a curve so all students have a chance to succeed

B. To monitor progress and guide instruction

A 3rd grade teacher is following along as a student reads a passage. Below is an excerpt of that passage in terms of what the student read and the words in the passage. The text says: "The boy walked through the woods and stumbled over the roots of the trees." The student read: "The boy walked throw the woods and staggers over the roots of the trees.' Which of the following skills should the teacher work on with this student? A. Decoding B. Word recognition C. Vocabulary D. Comprehension

B. Word recognition

How does criterion-referenced assessment differ from norm-referenced assessment? A. Criterion-referenced assessments measure the average score while the norm-referenced assessments are based on a curve B. Norm-referenced assessments measure students performance against a fixed set of predetermined criteria, and criterion-referenced assessments are designed to compare and rank test takers in relation to one another C. Criterion-referenced assessments measure students performance against a fixed set of predetermined criteria, and norm-referenced assessments are designed to compare and rank test takers in relation to one another D. A criterion-referenced assessment happens throughout learning while a norm-referenced assessment happens at the end of learning

C. Criterion-referenced assessments measure students performance against a fixed set of predetermined criteria, and norm-referenced assessments are designed to compare and rank test takers in relation to one another

A 4th grade teacher has administered a variety of reading assessments, both formal and informal, to one of her English learners. When the teacher looks over the reading data, she sees the student is proficient in oral reading fluency but struggles with comprehension on some texts. On other texts, the students comprehension is sufficient and even proficient in some cases. What should the teacher do to analyze this phenomenon? A. Norm-referenced test B. Criterion-referenced test C. Diagnostic test D. Portfolios

C. Diagnostic test

A teacher is using different measures of text complexity to select text for beginning readers. She will use these texts to help students with repeated reading to increase their fluency and automaticity. At what reading level should she focus on for this exercise? A. Frustration reading level, so the teacher can see where their errors are and use specific strategies to increase those skills B. Instructional level, so the teacher can intervene while the students are reading and help them identify and correct their errors C. Independent reading level, so the students can read through the text, exercising prosody and automaticity D. Beginning reading level, so students can work on their phonemic awareness, phonics, and word recognition skills

C. Independent reading level, so the students can read through the text, exercising prosody and automaticity

Which of the following is a criterion-referenced exam? A. Pre-assessment B. Informal assessment C. Standards assessment D. Screening

C. Standards assessment

Which is the most appropriate way to use formative assessment? A. To rank students based on their reading abilities B. To group students based on their reading abilities C. To determine which interventions and scaffold are most effective for each student D. To determine which reading level and books are most appropriate for each student

C. To determine which interventions and scaffold are most effective for each student

Research suggests that students need to focus on phonological skills and word recognition, along with comprehension and vocabulary. It is important that teachers assess students in both areas to effectively measure students' reading abilities. Which of the following assessment practices align with this evidence? A. Using formative and summative assessments B. Using criterion-referenced and norm-referenced assessments C. Using code-based and meaning-based assessments D. Using performance-based and problem-based assessments

C. Using code-based and meaning-based assessments

After a teacher gives an assessment for phonics, the teacher realized that the test did not accurately measure students' abilities in phonics and instead measured their phonemic awareness. The test had an error in: A. Reliability B. Measure C. Validity D. Administration

C. Validity

A teacher is selecting leveled text for her beginning-level readers. She will use the text for guided reading and to help students self-assess. Which of the following should the teacher consider? A. Does the text require students to use their critical thinking skills for comprehension? B. Does the text use academic language and vocabulary? C. Does the text require students to focus on characterization and sequencing? D. Does the text have repeated word sequencing and natural oral language structures?

D. Does the text have repeated word sequencing and natural oral language structures?

A teacher is looking over reading levels from a recent online reading assessment. She has several students who are at the BR level. These students are: A. Proficient B. Fluent C. Transitional D. Emergent

D. Emergent

Which of the following would be most aligned to a second-grade meaning-based assessment? A. Test students' abilities to divide words by syllables B. Have the students engage in a basic phonics skills assessment C. Observe students as they identify initial sounds in words D. Listen to the students as they retell the sequence of a story

D. Listen to the students as they retell the sequence of a story

A teacher is using a new reading program in her classroom. She wants to measure the program's effectiveness by evaluating outcomes. Which of the following assessments would be most appropriate in this situation? A. Criterion-referenced B. Norm-referenced c. Formative D. Summative

D. Summative

Which of the following is the most effective way to use assessments in the reading classroom? A. To determine students' reading comprehension B. To determine students' vocabulary acquisition C. To determine students' phonic skill levels D. To make instruction decisions moving forward

D. To make instruction decisions moving forward

DIBELS stands for...

Dynamic Indicators of Basic Early Literacy Skills

Informal assessments

Examples include observations, quick checks, questioning techniques, journal entires, etc.

Early Reading Levels

Grade level = 1-1.9 Guided reading = D-G Lexile = 190L - 530L DRA = 4, 6, 8, 10, 12

Transitional Levels

Grade level = 2-2.9, 3-3.9 Guided reading = H-K, L-N Lexile = 420L - 650L, 520L - 820L DRA = 14, 16, 18-20, 30-38

Fluent Levels

Grade level = 4-4.9, 5-5.9, 6-6.9 Guided reading = O-R, S-T, U-X Lexile = 740L-940L, 830L-1010L, 925L-1070L DRA = 40, 50, 60-80

Proficient Levels

Grade level = 7-7.9, 8-8.9, 9-9.9, 10-10.9, 11 &12 Guided reading = Y-Z, Y-Y, Z, Z, Z+ Lexile = 970L-1120L, 1010L - 1185L, 1050L - 1260L, 1080L - 1335L, 1185L - 1385L DRA = 70-80, 80

Emergent Reading Levels

Grade level = K Guided reading = A-C Lexile = BR (Beginning Reader) DRA = A-1, 2-3, 4

PLC stands for

Professional Learning Community

Fluency (meaning-based)

Running records are commonly used for _.

Frustration Reading Level

The student struggles to read with automaticity and frequently stops to sound out words; the student makes more than 6 errors and rarely self-corrects; less than 90% accuracy

Portfolio assessments

a collection of student work that aligns with skills and standards the student it required to master; this collection is gathered over a long period of time; can be used as a self-reflection tool and a representation of learning

Vocabulary Knowledge Scale (VKS)

a self-report assessment that is consistent with incremental stages of word learning

Norm-Referenced Assessment

an assessment or evaluation that yields an estimate of the position of the tested individual in a predefined population with respect to the trait being measured

Performance-based Assessment

an assessment that measures students' ability to apply the skills and knowledge learned from a unit or units of study; these assessments challenge students to use their higher-order, critical thinking skills to create a product or complete a process

Criterion-Referenced Assessment

an assessment that measures students' performance against a fixed set of predetermined criteria or learning standards

Rubric

an evaluation tool or set of guidelines used to promote the consistent application of learning expectations, learning objectives, or learning standards in the classroom or to measure their attainment against a consistent set of criteria

Informal Reading Inventory

an individually administered diagnostic assessment designed to evaluate students' independent, instructional, and frustration reading levels; after reading each leveled passage, a student responds orally to follow-up questions assessing comprehension and recall; these are used to measure progress and to make instructional decisions based on a student's individual needs

Schema

background knowledge

Text comprehension (meaning-based)

commonly assessed by an informal reading inventory (IRI)

Phonemic Awareness (code-based)

commonly measured by the DIBELS assessment

Written assessments

considered authentic assessments because they give a comprehensive view of what a student knows about a particular topic; can be as simple as filling in the blanks or as complex as writing an essay on a topic

Summative assessments

form assessments at the end of learning to measure objectives, skills, or outcomes; typically produce quantitative data Examples include - mid-term exams, final exams, district benchmark tests, state assessments, final performance-based assessments (research paper or presentation), chapter tests, science lab at the end of a unit, and history fair projects

Developmental Reading Assessment (DRA)

identifies the independent reading level (95% accuracy) for students in grade K-8

Oral assessments

in this assessment, the students show what they know by communicating by word of mouth; students will often answer questions about a story; can also be used to measure fluency, prior knowledge, and overall comprehension

Progress Monitoring

incrementally measuring the effectiveness of interventions and classroom approaches

Lexile Framework

links text complexity and readers; abilities on a common metric known as the Lexile scale from BR - 1385L

Authentic assessments

measure students' success relevant to the skills required of them once they've finished a unit or lesson; are performance-based, realistic relevant and innovative

Vocabulary (meaning-based)

measured by the Vocabulary Knowledge Scale

Informal Writing Tasks

measures language usage, organization, and mechanics (Examples: essays, journal entries, story writing, letters, free writing)

Informational texts

nonfiction books that explain concepts

Phonics (Code-based)

phonics assessment that includes the recognition of letter sounds, specific phonics patterns, and the blending of single syllable and polysyllabic words out of context; recommended to be given to students in grades K-2

Literary texts

poems, stories, and plays

Ongoing formative assessments

produce qualitative data (observational data and anecdotal data) or quantitative data (test scores and reading levels) Examples include - observations, exit tickets, quizzes, running record, and spelling tests

Guided reading level

ranged from A-Z with A being the easiest the student sits 1-1 with the teacher and reads a text and the teacher will consider student's fluency, comprehension, and vocabulary

Grade level equivalent

reflects the grade level at which a student is reading a student reading at the level of the middle of second grade would be a 2.5

Quantitative Text Complexity

statistical measurements of text Examples: reading level, word count, number of different words, ratio of high to low-frequency words, sentence lengths

Test bias

tendency of a test to predict outcomes better in one group than another

Qualitative Text Complexity

text attributes that can only be evaluated by a human reader Examples: text structure, author's purpose, predictability of a text, illustration support, knowledge demands

Validity

the degree to which a test score can be interpreted and used for its intended purpose

Reliability

the degree to which scores from a particular test are consistent from one use of the test to the next

Reader and Task Text Complexity

the reader variables (motivation, knowledge, and experience) and task variables (purpose and complexity generated by the task assigned and the question posed) Examples: student interest, student motivation to read, student participation

What is the DIBELS assessment?

this assessment is a set of procedures and measures for assessing the acquisition of literally skills

Informal Reading Inventory (IRI)

used after a student reads a passage or piece of text; the teacher asks specific questions about the text to determine the student's reading comprehension

Group Assessments

usually done informally as the teacher uses formative assessment to observe students; teacher walks around the room, using flexible grouping, adjusts instruction, and helps students as instruction and activities are taking place

Individual assessments

when teachers assess students using a 1-1 model