1. Julia Smith READ 3262 FALL 2011
2. What Do We Need to Know from Assessing Children?
   1. Concepts about print and awareness of what books are and what they are for.
   2. Awareness of sounds in langauge.
   3. Knowledge of the alphabet.
   4. Knowledge of some words.
   5. Listening comprehension.
   6. KNowledge of letter-to-sound correspondences (phonics).
3. What Do We Need to Know About Beginning Readers and Beyond?
   1. Independent reading level: when the student can read materials on his or her own, without the support of a teacher or other more skilled readers.
   2. Instructional reading level: when teachers work with students using material that is moderately challenging for them so they will learn from the supported practice.
   3. Frustration reading level: if the material is too challenging-that is, if it contains more than one unfamiliar word in ten, and language and concepts that substantially resits comprehension.
   4. Need to assess: word recognition and phonics, reading fluency, vocabulary, comprehension with an informal reading inventory, attitudes and interest, and spelling knowledge.
4. Differentiated Instruction
   1. Screening assessment- indicates which students are where they are expected to be, which are above grade level, and which need additional support.
   2. Diagnostic assessment- indicates how strong each student is in different aspects of reading and writing development.
5. Teacher Self-Assessment 360
   1. Reflective practitioner- a professional who is able to learn from experience and create his or her own practical knowledge and skill.
   2. Helps to make order and sense of teaching and learning: IRA & NCATE have published a set of standards for reading professionals of what reading teachers should know.
6. Terms Used in Assessment
   1. Content validity: is the degree which a test measures what it claims to measure.
   2. Predictive validity (assessment-criterion relationship validity) refers to the power of the test to predict the students future performance eon related tests.
   3. Reliability: the likelihood that the results of the test are stable and dependable
7. What Is Assessment?
   1. Gathering, analyzing, and interpreting information to tell how well a student reads. Covers informal observations of a students reading to the use of commercial tests.
   2. Includes: deciding what we need to know about the reading ability of a child or a group of children, determining which measures will tell use what we want to know, gathering information, interpreting the information, and making decisions on what to do next, based on this new information.
   3. We assess to guide our instruction: Determine reading levels, children's readiness or prior knowledge, locate children's strengths and areas of need, and identify children's literacy strategies.
   4. We assess to monitor the success of instructional approaches: find out if a teaching approach or set of materials is working for a child, and find out what strategies seem best suited to whole groups of students.
   5. We assess to give feedback to students and their parents: show students what they are doing well and what they can do better on, help students set goals for better performance, and help parents understand how their children are performing.
   6. it's patterns, etc
      1. We assess to make decisions on the placement of students in special instructional services.
   7. We assess to make sure all students are meeting state standards for learning: NCLB
   8. We asses ourselves as teachers or as teachers-to-be.
   9. Approaches to assessment: NORM-REFERENCED TESTS, STANDARDS-BASED TESTS, CURRICULUM-BASED MEASUREMENT, INFORMAL READING INVENTORIES, READING MUSCLE INVENTORY, RUNNING RECORDS, AUTHENTIC ASSESSMENT, KIDWATCHING, PORTFOLIOS, AND RUBRICS.