Assessment
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Assessment
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Assessment
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Letter ID
Type of assessment: FOR-AS-OF
Terms tested: 2th, 3rd & 4th
Terms tested: 2th, 3rd & 4th
This assessment is called letter identification. The students are tested on their letter ID in terms two, three and four.
The way that this assessment tool works is, the student is tested on their knowledge of uppercase and lowercase letters. The student is then required to pronounce the sound of each of the letters. The educator uses the alphabet recording sheet to record whether the student has identified the letter and sound correctly. Once a student has been able to identify and articulate the sound of each letter they are no longer tested after 3rd term. The letter ID assessment can relate to assessment of learning (AOL), assessment as learning (AAL) and assessment for learning (AFL). Letter ID is tested on a regular basis so that the educator can see where the students need assistance with their letters and sounds which is an aspect of AOL. Letter ID can identify with AAL in the way that this assessment allows for students to know where they are at with their own knowledge about letters and their sounds so that they know what they need to practice on to get a better result for next time. This assessment is given to the students at the end of every semester so that the educator can monitor each student's progress to see if they are making improvements or not which is a form of AFL. The data is also transferred to google sheets so that it is clear to see the learning needs and be accessable to the prep team. I think that testing each student's knowledge on letter identification and their knowledge of sound is beneficial. It is beneficial because being able to identify letters and articulate their sound is a stepping stone to being able to decode words therefore will assist their reading ability. The educator can also use the data as a source of evidence to show students families where their child may be struggling or succeeding. Advantages
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Oxford 404 Words
Type of assessment: FOR-AS-OF
Terms tested: 1-4 |
Spelling testStudents are also tested on their ability to spell the oxford words. As a class the educator test the students. Each student has a recording sheet to write the words down. The educator reads each word one at a time and puts the word in a sentence for the students. This helps with the words that sound the same but are spelt different, for example, two and to.
Once the test is complete the educator marks the spelling tests and records the data on the google drive. The different colours indicate the amount of words they got right throughout the different terms. In the image above the orange indicates the words that the student got right in 2nd term and the green are the words that were correct in 3rd term. For this example you can see that this particular student has made a massive improvement in their spelling over the term. The unhighlighted words get used for individualised spelling tests that are completed on Fridays. During the week the students have the opportunity to practice through the look, say, cover, write check process.
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The Oxford words are used for two types of assessment assessment of reading the words and assessment of spelling the words.
Sight wordsThe 404 Oxford word list is a list of word that are most frequently seen in the take home readers that the students take home each night.
For the assessment of the students sight words the educator sits down with each student individually. The educator then asks the student to say the words and continue all the way down the list. If the student gets them right the educator highlights them. All the unhighlighted words are the words that the student needs to practice words. Then the data is entered into the google drive. The first 100 words are tested once a term to ensure that the words are retained and not forgotten since the last time of testing. This i also an example of AFL and AOF in the way that the students are tested at the end of each semester to track the student's progress and is used as an indication of the needs of the students to be addressed in the new term. The students also have their own individual words list that they take home every night to practice. Each student starts on list one and as they are tested each week they get the next list. This is assessment as learning in the way the students are aware of where they are at in their learning of the reading words as well as what they need to practice on.
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Overall, I think that testing children on their ability to read words is beneficial. By getting the students to practice the reading words will help their fluency in reading. This information can also help the educator can gain evidence of each students progress and individualise their learning.
Having regular spelling test also makes each student's learning individualised and allows them to learn at their own pace.
Having regular spelling test also makes each student's learning individualised and allows them to learn at their own pace.
Reading Conferences and running records
Type of assessment: FOR-AS-OF
Terms tested: 1-4 The Fountas and Pinnell reading records are used to find out what level of reading each student is at. Reading levels are assessed once a term. This helps the educator know which level of reading that the students are at so that the students take home readers are not too hard or not too easy for the student reading them. Reading running records can be a long process to gain knowledge about what level a student is at.
The way a running record works is, the student is given a book from the kit. The student reads the book to the educator, whilst the educator ticks off the correct words as they go. If the educator has to tell the student a word they do not know, they have to mark TT (teacher told) under the word. If a student reads a word incorrectly the educator need to write down the word the student said instead. |
This is also marked out of three. If the student gets a low score for comprehension and a high score of accuracy, it is likely that the student will stay on that level because comprehension is an important aspect of reading.
I think this is a useful assessment tool for testing students reading levels. I believe the test could be more beneficial if the educator could change the wording for some of the questions so that the students had better clarity of what the question is asking.
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Concepts about print: Marie Clay
Type of assessment: FOR-AS-OF
Terms tested: 2-4 |
Concept of print is tested in term two, three and four. The purpose of the assessment is assess each student's knowledge of emergent literacy print concepts.
This includes: • Book orientation knowledge • Understanding of principles involving the directional arrangement of print on the page • The knowledge that print, not picture, contains the story • Understanding of important reading terminology such as word, letter, beginning of sentence, and top of page • Understanding of simple punctuation marks (Clay, 2000) This is assessed by the educator exploring a set text together. The educator reads the story to the student and asking them questions along the way. Such as,"where do i start reading". The data of this assessment gives the educator an indication of each students knowledge on important emergent literacy skills that can be beneficial to their reading skills. Advantages
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