A. Complete the attached “Assessment Summary Chart” to determine how each type of assessment (listed above) contributes to understanding student reading skills and abilities.
Note: Some assessment tools can accomplish more than one type of assessment feedback.
B. Explain (suggested length of 1–2 paragraphs) why each assessment tool is appropriate for reporting progress, diagnosing reading skills, or providing outcome data.
C. Explain whether each assessment tool would be better used with individual students or administered to a group of students.
IRI is an appropriate progress and diagnostic monitoring tool for the teacher to analyze a students reading ability (including errors and reading rate) and reading comprehension skills in order to ascertain areas of strength and needs by providing data that can be compared over time. Specifically, the IRI will help you assess a student's strengths and needs in the areas of word recognition, word meaning, reading strategies and comprehension. At times, passages are read to the student to determine a listening comprehension level. Teachers use progress monitoring to inform instructional effectiveness and the need for changes in instruction or intervention. These assessments are given throughout the school year to determine a student’s progress toward the instructional goal/s and to help plan differentiated instruction. This information is used to match students with appropriated reading materials, designing instruction, placing students in guided reading groups and to document progress over time. This tool is appropriate for individual use because it measures a student’s individual growth in their ability to orally or silently read, retell, and answer questions about graded reading selections.
Retelling is an appropriate progress and diagnostic monitoring tool to assess a student’s reading comprehension skills and provide data that can be compared over time. It demonstrates what a student understands and remembers about the story and a student’s vocabulary and oral language development. Using a frequent and systematic process of story retelling as an assessment of students’ reading progress as well as an instructional intervention can increase comprehension abilities. It also indicates what a student knows about story structure and language and can reveal what a student considers most important. Based on the assessment, teachers are given guidance for continued classroom instruction for each student. Retellings can be done orally on an individual basis