Elizabeth Tesson

EED-470

Assessments of Reading

August 2, 2017

Professor Tirres
 Assessments of Reading
Name of Test Description
Informal The assessment is to obtain
direct measure of work
from a student in a setting
or classroom (Grand
Canyon University, 2017).
Formal The formal assessment will
measure reading and
language arts for
individuals and groups of
people (Grand Canyon
University, 2017).They are
tests given annually by
school districts for schools
academic progress (Grand
Canyon University, 2017).
Formative It is the highlight of the
student needs and has
feedback for student and
teacher, focus on progress,
context of classroom
(NCTE, 2013).
Summative It is an evaluation that
measures the student’s
growth after instruction; it
is done at the end of a
lesson, chapter, etc to
determine if the student has
met all of the educational
goals (Coffey, 1997-2013).
DIBELS It is a set of procedures to
asses early literacy skills
from kinder through fifth
grade (Paris, & Hoffman,
2004).).
Example
Teacher developed test,
anecdotal records,
checklists, student work,
and observations (Grand
Canyon University, 2017).
The standardized tests such
as norm referenced and
Criterion, Short answer and
multiple choices (Grand
Canyon University, 2017).
Field notes, running records,
conversations, Miscue
Analysis, Checklists, and
observation guides (NCTE,
2013).
State mandated test, district
benchmark, interim, end of
unit, semester exams,
chapter test, end of term,
report cards(Coffey, 1997-
2013)
Nonsense word fluency,
Phonemic word fluency,
Real word vs. silly word,
and Phonemic segmentation
(Casady, 2015).
 (1)

Compare and Contrast Informal Assessment

Topic 1 Anectdotal Records Topic 2 One –Sentence Summary

Alike

Observation
Facts of student information

Contrast

Direct observation Written information

Informal Written Information How to obtain who, where
Progress in classroom What and how
Student achievement Informal grammatical long summary
sentence
(Moersch, 2008)

(2)

Compare and Contrast Formal Assessment

Topic 1 Short Answer Topic 2 Multiple choice

Alike

Individual and group measured

Contrast

Open ended questions Easy to verify

State only what you know Wording is correct
Not edited properly Provide information
Evaluation setting Concrete nature
(Luther, 2012)

(3)

Compare and Contrast DIBELS

Topic 1 Phoneme Segmentation Topic 2 Nonsense word fluency

Alike

Group
Chorale reading

Contrast

Orally Sound and decode

Chorally respond Chorale reading
Partnered Read the word
Small group Whole group
(Casady, 2015)

(4)

Compare and Contrast Formative

Topic 1 Conversation Topic 2 Observation

Alike

Individual measurement

Contrast

Small group Open ended

Conference Semi-structured
Discussion Very structured
Data Factual and non-judgmental

(Tuttle, 2007)
 (5)

Compare and Contrast Summative

Topic 1 District Benchmark Topic 2 Semester Exam

Alike
Individual and class is measured

Contrast

Student understanding Test skills

Performance against a set of uniform Measure chapter
standards
Section of content Assessment
Unit Evaluation
(Coffey, 2013)

Reference

Anecdotal Observation Retrieved

From:http://www2.ohlone.edu/people/mmcdowell/ecs300/anecdotalobservationhandout.p
df

Casady, S. (2015). 5 Ways to Prepare for DIBELS. Retrieved From:

http://kindergartensmarts.com/2015/04/5-ways-to-prepare-for-dibels.html

Coffey, H.(1997-2013).Summative Assessment. Retrieved From:

http://www.learnnc.org/lp/pages/5233

Grand Canyon University.(2017).Lecture 7. Retrieved from: https://lc-

ugrad3.gcu.edu/learningPlatform/user/users.html?operation=loggedIn#/learningPlatform/
loudBooks/loudbooks.html?viewPage=current&operation=innerPage&curre

Moersch, C.(2008).Informal Assessment Strategies A-Z for classroom. Retrieved:

http://wvde.state.wv.us/schoolimprovement/documents/Informal_Assessment_Strategies.
pdf
NCTE.(2013).Formative Assessment. Retrieved
from:http://www.ncte.org/library/NCTEFiles/Resources/Positions/formative-
assessment_single.pdf

Paris, S. G., & Hoffman, J. V. (2004). Reading Assessments in Kindergarten through Third
Grade: Findings from the Center for the Improvement of Early Reading
Achievement. Elementary School Journal, 105(2), 199-217.

Tuttle, H., G (). Education withTechnology. Retrieved from:

https://eduwithtechn.wordpress.com/2007/11/03/observing-students-as-part-of-formative-
assessment/

Tychonievich, L.(2012). Retrieved from:https://www.cs.virginia.edu/luther/blog/posts/206.html

Webb, N. L., & others.(2005).Retrieved From: Depth of Knowledge Levels.

http://static.pdesas.org/content/documents/M1-Slide_19_DOK_Wheel_Slide.pdf