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    Reflection 4-6 Styled

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    This chapter discusses different types of assessments, including norm-referenced tests which compare students to peers, criterion-referenced tests which measure mastery of skills, and group survey tests administered annually. It also discusses individual achievement tests and their use in placement, interventions, and goal setting. The chapter emphasizes the importance of assessment for planning lessons and reteaching. It describes using informal reading inventories to evaluate reading performance and determine growth. It also discusses early intervention programs for struggling readers and the importance of ongoing assessment to know students and support their needs.

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    Reflection 4-6 Styled

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    This chapter discusses different types of assessments, including norm-referenced tests which compare students to peers, criterion-referenced tests which measure mastery of skills, and group survey tests administered annually. It also discusses individual achievement tests and their use in placement, interventions, and goal setting. The chapter emphasizes the importance of assessment for planning lessons and reteaching. It describes using informal reading inventories to evaluate reading performance and determine growth. It also discusses early intervention programs for struggling readers and the importance of ongoing assessment to know students and support their needs.

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    This chapter discusses different types of assessments, including norm-referenced tests which compare students to peers, criterion-referenced tests which measure mastery of skills, and group survey tests administered annually. It also discusses individual achievement tests and their use in placement, interventions, and goal setting. The chapter emphasizes the importance of assessment for planning lessons and reteaching. It describes using informal reading inventories to evaluate reading performance and determine growth. It also discusses early intervention programs for struggling readers and the importance of ongoing assessment to know students and support their needs.

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    Download as doc, pdf, or txt
    54 views2 pages

    Reflection 4-6 Styled

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    cbarron1
    This chapter discusses different types of assessments, including norm-referenced tests which compare students to peers, criterion-referenced tests which measure mastery of skills, and group survey tests administered annually. It also discusses individual achievement tests and their use in placement, interventions, and goal setting. The chapter emphasizes the importance of assessment for planning lessons and reteaching. It describes using informal reading inventories to evaluate reading performance and determine growth. It also discusses early intervention programs for struggling readers and the importance of ongoing assessment to know students and support their needs.

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    EDU 565

    REFLECTION 4-6

    Chapter 4 explains assessments, formal and informal. Most formal tests are norm-
    referenced or standardized. Norm-referenced tests compare a student to a large group of similar
    students. Teachers must follow strict guidelines for administering, scoring, and interpreting
    norm-referenced tests. Another form of formal testing is criterion referenced tests. Criterion
    referenced testing compares a student to a standard or criterion. This test helps to determine if a
    student has mastered a skill or competency. Group survey tests are used once per year to
    determine a student’s progress in a particular subject area. Group Reading Assessment and
    Diagnostic Evaluation, Stanford Achievement Test, California Reading Test, Iowa Tests of Basic
    Skills, and the Gates-MacGinitie Reading Test are examples of group survey tests. Individual
    survey tests are administered to single students. Some examples of frequently used individual
    achievement tests are the Kaufman Test of Educational Achievement- Fourth Edition, Peabody
    Individual Achievement Test, Wechsler Individual Achievement Test, and the Woodcock-
    Johnson Psycho-educational Battery. These tests provide important information to assessment
    teams and teachers regarding placements, interventions, and goals.

    Assessment is important for all teachers and students. It lets the teachers know what they
    need to plan for future lessons or what they need to re-teach. I am assessing my students on a
    daily basis. I write anecdotal notes everyday for each student. I also am assessing their writing
    and listening skills throughout the day.

    Reading assessment involves answering two questions: what area is the reading problem
    and how severe is the problem. Informal Reading Inventory (IRI) is an informal assessment
    instrument that is widely used in reading assessments. IRI is one of the best individual
    assessment tools for observing and analyzing a student’s reading performance. It measures oral
    and silent reading. IRI’s can be administered throughout the year to determine the student’s
    growth.

    Chapter 6 discusses instructional methods to help students that are struggling in reading.
    Early intervention programs such as Reading Recovery, Early Steps, Reading Rescue, Howard
    Street Tutoring Model, Book Buddies, The Boulder Project, Early Intervention in Reading, First-
    Grade Group Intervention, Reading Club, The Anna Plan, Literacy Booster Groups, and Cross-
    Age Tutoring provide strategies and methods for struggling students. Each program concentrates
    on different grade or age levels but they all provide help for the student.
    I feel early intervention is key for students. If a student is struggling before they enter
    kindergarten or early on in elementary school then they will struggle all throughout school. I
    work in early childhood. We have a great early intervention program. I have seen students that
    needed some extra help from the early intervention team and the parents refused. Those students
    went off to kindergarten behind where they should be according to our assessments and behind
    fellow classmates. I have also seen parents that agree to the help for their child and the student
    ends up catching up with their peers and doing very well in kindergarten. Chapter 6 also
    mentions assessment being ongoing. Teachers need to continually be assessing their students,
    either formally or informally, to know their students, see student growth, and plan lessons based
    on student needs.

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