PUPIL ASSESSMENT IN READING: CASE STUDY
PUPIL ASSESSMENT IN READING: CASE STUDY
This activity provides an opportunity for diagnosing, evaluating, and addressing reading abilities in elementary students, including ESOL/LEP/ESE. To complete this project, it will be necessary to:
·Select three student subjects (FL: K-6/NV: K-8); 1 student must be ESOL/LEP;1 student must be ESE with a reading disability; ·Select, administer, and score an Informal Reading Inventory (IRI) to determine oral and silent reading abilities of the student subjects; ·Administer a norm-referenced formal test to the struggling reader(s) and compare results with IRI results; ·Identify the student subjects’ language proficiency level; ·Determine the student subjects’ independent level, instructional level, and frustration level of reading performance; ·Select or construct, administer, and score a cloze test for the student subjects; ·Select or construct a reading interest inventory, administer to student subjects and evaluate findings.
After completing the administration and scoring of the above assessment tools, a comprehensive case study should be written that includes the following information:
·Students’ names and ages; ·Date(s) of testing; ·Identification and brief description of testing instruments; ·Specific results of testing/assessment, including scores, analysis of comments, 3 levels of reading performance; ·Overall summary of students’ language ability, literacy level, academic content metacognition, cueing systems, decoding skills, as well as reading strengths and needs ·Based on your review of various research theories and methods in reading instruction, devise a curriculum plan for each of the student subjects that includes at least two open-ended projects and remediation activities, aligning the students’ strengths and weaknesses with research-based strategies; correlate activities to state’s curriculum standards in Language Arts (Florida’s State Standards/Nevada’s Common Core State Standards). Show evidence from the three students’ assessment data to support all instructional decisions for remediation; (USE THIS INFORMATION TO IMPLEMENT CORRECTIVE REMEDIAL SESSIONS IN THE FIELD EXPERIENCE ASSIGNMENT [Activity 2] FOR THIS COURSE) ·Instructional activities to reflect ESE student’s reading disabilities, based on a review of the student’s IEP and discussion with student’s ESE teacher; ·Instructional activities to reflect non-ESE students’ remedial needs, based on discussion with students’ classroom teacher; ·Statement providing your reflections on how the Reading Endorsement Competencies are used in administering assessment instruments and other assessment tools, determining the validity and reliability of instruments selected, analyzing and interpreting data (both quantitative and qualitative), and planning instructional activities; ·Statement providing your reflections about the appropriate uses of formal and informal reading
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assessments (IRI, running records, story retelling, etc.); ·Statement providing your reflections on the analysis and interpretation of formal and informal literacy assessment results in planning literacy instruction for diverse populations, including ESOL and ESE; ·Compose a letter to the subjects’ parents reporting testing results, and suggestions for developmentallyappropriate reading experiences at home; utilize ethical procedures in maintaining testing confidentiality.
Total Value: 20 Points Due: Session 5 Objectives: #1, 2, 3, 4, 5, 7, 8, 9, 19, 20, 36, 37 AP: # a1, a2, a4, b6 ESOL Standards: Domain 3, Standards #3.2, 3.3; Domain 4, Standard #4.1; Domain 5, Standard #5.2, 5.3 Elementary Education Competencies and Skills: #4.1- #4.6 InTASC: #1, 3, 6 Reading Endorsement Competencies: #3 ESE Competencies and Skills: #3.5, 3.8
Scoring rubric for assignment #2:
Form/style/accuracy/conventions 1 points Appropriate assessment material selection 2 points Appropriate scoring of assessment materials 3 points Analysis of data 3 points Instructional application for ESE subject 2 points Instructional application for ESOL/LEP subject 2 points Proficiency in applying Elementary Ed.Competencies/Skills 2 points Proficiency in applying Reading Endorsement Competencies 2 points Reflections 3 points
Course Instructor: See Appendix Q to complete Scoring Rubric for Florida Teacher Standards
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