Reading and Learning to Read Chapter 6

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J. Vacca, R. Vacca, Gove, Burkey, Lenhart, McKeon, Reading and Learning to Read, 9/e, ISBN: 0133571025 © 2015, 2012, 2009 Pearson Education, Inc. All rights reserved. Chapter Six Assessing Reading Performance This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program. 6 - 1

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Transcript of Reading and Learning to Read Chapter 6

Page 1: Reading and Learning to Read Chapter 6

J. Vacca, R. Vacca, Gove, Burkey, Lenhart, McKeon, Reading and Learning to Read, 9/e, ISBN: 0133571025© 2015, 2012, 2009 Pearson Education, Inc. All rights reserved.

Chapter Six

Assessing Reading Performance

This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; preparation of any derivative work, including the extraction, in whole or in part, of any images; any rental, lease, or lending of the program. 

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Page 2: Reading and Learning to Read Chapter 6

J. Vacca, R. Vacca, Gove, Burkey, Lenhart, McKeon, Reading and Learning to Read, 9/e, ISBN: 0133571025© 2015, 2012, 2009 Pearson Education, Inc. All rights reserved.

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Page 3: Reading and Learning to Read Chapter 6

J. Vacca, R. Vacca, Gove, Burkey, Lenhart, McKeon, Reading and Learning to Read, 9/e, ISBN: 0133571025© 2015, 2012, 2009 Pearson Education, Inc. All rights reserved.

In this chapter, you will discover and be able to:

• Rationalize the importance of utilizing multiple assessment indicators.

• Compare the perspectives that support the use of high-stakes testing

to the use of authentic assessments.

• Justify the purposes of utilizing formal testing for literacy assessment.

• Explain the commonalities between various informal assessments.

• Discuss the essential components of portfolio assessment as well as

how to manage the portfolio process.

• Reflect upon how literacy assessment has changed over the years

and will continue to do so.

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Page 4: Reading and Learning to Read Chapter 6

J. Vacca, R. Vacca, Gove, Burkey, Lenhart, McKeon, Reading and Learning to Read, 9/e, ISBN: 0133571025© 2015, 2012, 2009 Pearson Education, Inc. All rights reserved.

Key Terms• Anecdotal notes

• Authentic assessment

• Checklist

• Criterion-referenced tests

• Developmental Reading Assessment (DRA)

• Diagnostic test

• Digital portfolio

• Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

• Formative assessment

• High-stakes testing

• Informal assessment

• Informal reading inventory (IRI)

• Interviewing

• Kidwatching

• Miscue analysis

• Norms

• Portfolio

• Reliability

• Retelling

• Running record

• Self-assessment

• Standardized reading test

• Survey test

• Validity

• Words Correct per Minute (WCPM)

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Page 5: Reading and Learning to Read Chapter 6

J. Vacca, R. Vacca, Gove, Burkey, Lenhart, McKeon, Reading and Learning to Read, 9/e, ISBN: 0133571025© 2015, 2012, 2009 Pearson Education, Inc. All rights reserved.

Toward a Corroborative Framework for Decision Making

•Use multiple indicators of student performance for

assessment.

•Multiple indicators build a corroborative framework that

strengthens decision-making.

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Page 6: Reading and Learning to Read Chapter 6

J. Vacca, R. Vacca, Gove, Burkey, Lenhart, McKeon, Reading and Learning to Read, 9/e, ISBN: 0133571025© 2015, 2012, 2009 Pearson Education, Inc. All rights reserved.

Trends in Assessment

• High-Stakes Testing

• Authentic Assessment

• Formal Assessment

• Standardized Tests

o Types of tests

o Types of Scores

o Uses of Standardized tests

• Criterion-Referenced Tests

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Page 7: Reading and Learning to Read Chapter 6

J. Vacca, R. Vacca, Gove, Burkey, Lenhart, McKeon, Reading and Learning to Read, 9/e, ISBN: 0133571025© 2015, 2012, 2009 Pearson Education, Inc. All rights reserved.

Bell Curve Showing Standard Deviation

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Page 8: Reading and Learning to Read Chapter 6

J. Vacca, R. Vacca, Gove, Burkey, Lenhart, McKeon, Reading and Learning to Read, 9/e, ISBN: 0133571025© 2015, 2012, 2009 Pearson Education, Inc. All rights reserved.

Informal Assessment

• Informal Reading Inventories

• Analyzing Oral Reading Miscues

• Running Records

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Page 9: Reading and Learning to Read Chapter 6

J. Vacca, R. Vacca, Gove, Burkey, Lenhart, McKeon, Reading and Learning to Read, 9/e, ISBN: 0133571025© 2015, 2012, 2009 Pearson Education, Inc. All rights reserved.

Miscue Analysis

Miscues are generally significant in the following instances:

When the meaning of the sentence or passage is significantly changed or altered and the student does not correct the miscue

When a non-word is used in place of the word in the passage

When only a partial word is substituted for the word or phrase in the passage

When a word is pronounced for the student

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Page 10: Reading and Learning to Read Chapter 6

J. Vacca, R. Vacca, Gove, Burkey, Lenhart, McKeon, Reading and Learning to Read, 9/e, ISBN: 0133571025© 2015, 2012, 2009 Pearson Education, Inc. All rights reserved.

Types of Oral Reading Errors

Omission:

the reader omits a unit of written language

Substitution:

a real word is substituted for the word in the text

Mispronunciation:

the word is pronounced incorrectly

Insertion:

a word is inserted in the passage

Repetition:

a word or phrase is repeated

Reversal:

the order of a word in the text is transposed

Pronunciation:

a word is pronounced for the reader

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Page 11: Reading and Learning to Read Chapter 6

J. Vacca, R. Vacca, Gove, Burkey, Lenhart, McKeon, Reading and Learning to Read, 9/e, ISBN: 0133571025© 2015, 2012, 2009 Pearson Education, Inc. All rights reserved.

Determining Reading Levels

Independent level: The level at which the student reads fluently with excellent comprehension.

Instructional level: The level at which the student can make progress in reading with instructional guidance.

Frustration level: The level at which the student is unable to pronounce many of the words or is unable to comprehend the material satisfactorily.

Listening capacity level: The level at which the student can understand material that is read aloud.

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Page 12: Reading and Learning to Read Chapter 6

J. Vacca, R. Vacca, Gove, Burkey, Lenhart, McKeon, Reading and Learning to Read, 9/e, ISBN: 0133571025© 2015, 2012, 2009 Pearson Education, Inc. All rights reserved.

A Sample Coded Running Record

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Page 13: Reading and Learning to Read Chapter 6

J. Vacca, R. Vacca, Gove, Burkey, Lenhart, McKeon, Reading and Learning to Read, 9/e, ISBN: 0133571025© 2015, 2012, 2009 Pearson Education, Inc. All rights reserved.

Reading Levels Determined by Running Records

Reading Level Percentage Correct

Independent 95 to 100 percent

Instructional 90 to 94 percent

Frustration below 90 percent

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Page 14: Reading and Learning to Read Chapter 6

J. Vacca, R. Vacca, Gove, Burkey, Lenhart, McKeon, Reading and Learning to Read, 9/e, ISBN: 0133571025© 2015, 2012, 2009 Pearson Education, Inc. All rights reserved.

Portfolio Assessment

• Essential Elements of Portfolios

• Implementing Portfolios in the Classroom

• Kidwatching While Teaching

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