|
|
1
|
2
|
3
|
4
|
|
|
Article review &
reflection on research associated with assessment.
|
Identified 1 assessment
terms from Session 1 activities Found 1 new assessment
ideas, concepts, or strategies in your reading
|
Identified 2 assessment
terms from Session 1 activities Found 1 new assessment
ideas, concepts, or strategies in your reading Generated
1 question from your reading
|
Identified 3 assessment
terms from Session 1 activities Found 1 new assessment
ideas, concepts, or strategies in your reading Generated
1 question from your reading
|
Identified 3 assessment
terms from Session 1 activities Found 2 new assessment
ideas, concepts, or strategies in your reading Generated
1 question from your reading
|
____
|
|
Analyzes sample
FCAT data
|
Collect FCAT data for
a group of students Gather additional assessment information
to cross check FCAT data. Students are identified by
either class, grade level and/or discipline but not
all Only some scores are presented in a list or chart.
Comparison and interpretation is missing
|
Collect FCAT data for
a group of students Gather additional assessment information
to cross check FCAT data. Students are identified by
either class, grade level and/or discipline but not
all Scores are presented in a list or chart. Compares
data, but fails to interpret for instructional decision
making
|
Collect FCAT data for
a group of students Gather additional assessment information
to cross check FCAT data. Students are identified by
either class, grade level and/or discipline but not
all Some scores are presented in a list or chart. Compare
data and interpret for instructional decision making.
|
Collect FCAT data for
a group of students Gather additional assessment information
to cross check FCAT data. Students are identified by
class, grade level and/or discipline Individual scores
are presented in an organized, readable way table, spreadsheet,
bar chart, etc. Compare data and interpret for instructional
decision making.
|
____
|
|
Administers a fluency
measure and interprets results with an eye to classroom
modifications
|
Collect timed WCPM
scores on a student & Record fluency scores if students
does not achieving Target Norm WCPM scores Passage selected
may be appropriate for student timed reading Student
data name, date, score and computation is partially
noted on passage sample Errors are marked accurately
Score of WCPM is accurately computed or Passage selected
may be appropriate for student prosody assessment Passage
is attached to fluency scale for reference & score is
accurately computed Student name, date, score and computation
is partially noted on fluency scale Notes do not indicate
areas of concern
|
Collect timed WCPM
scores on a student & Record fluency scores if students
does not achieving Target Norm WCPM scores Passage selected
may be appropriate for student timed reading Student
data name, date, score and computation is partially
noted on passage sample Errors are marked accurately
Score of WCPM is accurately computed Passage selected
may be appropriate for student prosody assessment Passage
is attached to fluency scale for reference & score is
accurately computed Student name, date, score and computation
is partially noted on fluency scale Notes do not indicate
areas of concern
|
Collect timed WCPM
scores on a group of students & Record fluency scores
on some students not achieving Target Norm WCPM scores
Passage selected is appropriate for student timed reading
Student data name, date, score and computation is partially
noted on passage sample Errors are marked accurately
Score of WCPM is accurately computed Passage selected
is appropriate for student prosody assessment Passage
is attached to fluency scale for reference & score is
accurately computed Student name, date, score and computation
is partially noted on fluency scale Notes do not indicate
areas of concern
|
Collect timed WCPM
scores on a group of students & Record fluency scores
on all students not achieving Target Norm WCPM scores
Passage selected is appropriate for student timed reading
Student name, date, score and computation are noted
on passage sample Errors are marked accurately Score
of WCPM is accurately computed Passage selected is appropriate
for student prosody assessment Passage is attached to
fluency scale for reference & score is accurately computed
Student name, date, score and computation are noted
on fluency scale Notes on passage to indicate areas
of concern
|
____
|
|
Use readability
measures on selected documents
|
Check the Lexile levels
of 3 different books, using the Lexile web site. Use
the Lexile Analyzer on this site to analyze a passage
from a textbook. Does not compare the two Lexile measures
or Applies the Fry Readability Formula to a recently
read book. Using to the Lexile web site obtain a Lexile
for the same book. Does not compare the two scores.
|
Check the Lexile levels
of 3 different books, using the Lexile web site. Use
the Lexile Analyzer on this site to analyze a passage
from a textbook. Compare the two Lexile measures Apply
the Fry Readability Formula to a recently read book
or Using to the Lexile web site obtain a Lexile for
the same book. Does not have data to compare the two
scores.
|
Check the Lexile levels
of 4 different books, using the Lexile web site. Use
the Lexile Analyzer on this site to analyze a 500 word
passage from a textbook. Compare the two Lexile measures
Apply the Fry Readability Formula to a recently read
book. Using to the Lexile web site obtain a Lexile for
the same book. Compare the two scores.
|
Check the Lexile levels
of 5 different books, using the Lexile web site. Use
the Lexile Analyzer on this site to analyze a 500 word
passage from a textbook. Compare the two Lexile measures
Apply the Fry Readability Formula to a recently read
book. Using to the Lexile web site obtain a Lexile for
the same book. Compare the two scores.
|
____
|
|
Administer a diagnostic
assessment
|
Passage selected is
not appropriate for student Method for determining Instructional
reading level is incomplete. Reading is recorded on
Running Record or Informal Reading Inventory form Most
notes and markings are incomplete Analysis of miscues
is incomplete. Assessor has not identified next step
in instruction.
|
Passage selected is
appropriate for student Method for determining Instructional
reading level is incomplete Reading is recorded on Running
Record or Informal Reading Inventory form Most notes
and markings are complete Analysis of miscues is incomplete
Assessor has not identified next step in instruction.
|
Passage selected is
appropriate for student Method for determining Instructional
reading level is noted. Reading is recorded on Running
Record or Informal Reading Inventory form Most notes
and markings are complete Analysis of miscues is incomplete.
Assessor has not identified next step in instruction.
|
Passage selected is
appropriate for student Method for determining Instructional
reading level is noted. Reading is accurately recorded
on Running Record or Informal Reading Inventory form
Notes and markings are complete. Analysis of miscues
is complete. Assessor has identified next step in instruction.
|
____
|
| |
|
|
|
Total---->
|
____
|