PKU3105 Informal Assessment

8/3/2019 PKU3105 Informal Assessment

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READING ASSESSMENT(INFORMAL ASSESSMENT)

PREPARED BY:

HUSNA NASIHA BINTI HAKIMIPK (BM)/KS/PJ SEM.3


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READING ASSESSMENT

Reading assessments provide valuable insight into theskills and needs of students. The use of assessments atan early age can identify potential reading problems to

increase the chances of reading success down the road.

Reading assessments also allow teachers to chartgrowth in students' reading skills and tailor readinginstruction to the weaknesses of the students. Bothinformal and formal reading assessments give a well-rounded look at the reading abilities of the students.


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Reading assessments are used to determine what skills

are being learned and what skills need to bestrengthened. A teacher or school may decide to give aformal or informal reading assessment in a group orindividual setting.

In the classroom, a group or formal reading assessmentmay be given to a class after completion of a unit. Theteacher will use the test to ascertain how well thestudents have understood the material and whetherthere is need for review.


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INFORMAL ASSESSMENT

Informal reading assessments can take place anytime. They may involve the whole class, as whenthe teacher asks each child to read aloud. Theyare also performed one-on-one. The teacher maytake the student to a separate, quiet area andgive a test or task to assess a skill.

An informal reading assessment can also take theform of observing a student, listening to thestudent read aloud, or asking the studentquestions about reading.


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Many teachers and parents agree that while

formal testing and group testing is necessary,

individual assessment provides the most

accurate account of how a student is doing.An informal, individual reading assessment

helps teachers to remain attuned to a each

student's needs.


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This informal assessment

information can help you decide: How to plan future instruction so that student needs are

met

How students should be grouped for instruction so that

each student receives instruction at the right level ofdifficulty

If instruction is being delivered at the right pace

Which students need individual support

There are different informal assessment tools for assessingvarious components of reading. It is important to note thatno single assessment will provide insight into all readingrelated components that teachers need to know about. It isimportant to ask yourself: "What do I want to know aboutmy students? What do I want to assess?"


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Running Records

A running record offers an informal reading assessment for kids ofany age. The child reads a passage of a book or story. The teacheralso has a copy of the text. As the child reads, the teacher followsalong on her copy and marks any errors the student makes. There isa set of commonly used markings to indicate different errors a child

might make, or you can create your own markings. Mark anythingthat departs from the text including a skipped word, a substitutionof an incorrect word, inserting an extra word or a word given to thechild by the teacher. There are other things you should mark butnot count as an error. These include the child reading a wordincorrectly and then fixing it, repeating a word, repeating a phrase

or pausing for a long time on a particular word. Calculate the child'sreading accuracy by dividing the number of words read correctly bythe total number of words read.


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Cloze Passages

A cloze passage is another informal reading toolthat assesses children's reading comprehension.Words are omitted from a passage. Studentsmust fill in the correct words in each blank. Youcan either provide a list of words or let thestudents come up with the words on their own.To relate it to the curriculum, choose a passagefrom a book you have read to the class. Because

the kids are somewhat familiar with the passage,you can determine how well the students listenedto and comprehended the story.


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Informal Reading Assessments

Table ofContents 1. Phonological Awareness

2. Phonics

3. Fluency

4. Vocabulary

5. Comprehension


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1.Phonological

Awareness


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Directions: This test should be administered individually to students.

The teacher could introduce the test by saying, Two words rhyme

when they sound alike at the end. I am going to read two words; Iwant you to tell me if they rhyme or do not rhyme.

Practice Items: Help the student identify when two words rhyme by

using the following practice items. Create additional practice items

as needed.

Eg: bed fed ( yes, no)

top hop (yes, no)

hand sand (yes, no)

funny bunny (yes no)

(yes, no)

(yes, no)

(yes, no)

run soap

girl giant

mess yell


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2.Phonics


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B A I C D F E P L R Z J U

H G W X V Y N O K M T Q

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Capital Letter Names

r o n l m y t v k p z

c d p t j g k b x q

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Lowercase Letter Names


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3. Vocabulary


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Directions: This test could be administered to a large group,

small group or individually.

The teacher could introduce the test by saying, For each

sentence, you are going to select a suffix to add to the end of

the word in bold type. You will choose from the list of suffixes

in the box. Your suffix, when added to the word in bold,

should make sense when you reread the sentence.

Test Items: Mark each item that the student answers

correctly. Create additional sentences as needed.


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Ful less ness ly able

1. Judy took her time as she wrote her name neat_____ on the inside of the

book cover.

2. Her mother was very care_____ as she moved the cake from the kitchen

to the dining room.

3. The cat was fear_____ as she walked near the dogs food bowl.

4. There was a great feeling ofsad_____ when she read the paper about her

friend getting hurt in a car accident

5. When she told the story about her grandfather coming from Spain it was

very believe_____.

PKU3105 Informal Assessment

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