Types of Education Sources, Assessment Example
| Assessment Tools
|
Progress | Diagnostic | Outcome | Individual or Group Assessment | Additional Explanation of Use | Appropriateness of Diagnosis | Reason for process of Administration |
| IRI (Informational Reading Inventory) | IRI is basically divided into several sections that shall help the teachers assess if the students have the right skill of assessing and understanding the reading materials that they are presented with in school. | The diagnosis of the reading skill of each student aims to measure how each individual progress through the aspect of comprehension with the use of enriched vocabulary development as basis of the said assessment. | IRI utilization usually results to a more refined understanding on whether or not a student is able to follow through the comprehension skill that he or she is supposed to incur in relation to age and practice training that a student undergoes. |
Individual assessment |
Relatively, the utilization of IRI is expected to be given in a regular basis among students at least once every year that is specifically dependent on the grade level that a student is enrolled in. | IRI is actually is appropriate for assessing young learners who are undergoing the reading curriculum related to expansion and development of rational thinking. | The administration of the diagnosis is individualized due to the fact that it needs to be focused enough on one learner hence making the analysis more reflective of the actual progress of the student. |
| Retelling | Listening to a story and retelling it later on shall provide a conditional assessment that defines the understanding of the student regarding what has been listened to. | This tool could utilize both listening and reading practices that could provide a more specific directive as to how much one student understands what has been presented to him or her through a reading or listening material. | The closeness of the retold story by the student shall be the source of measurement as to whether he or she actually got the gist of the story that has been told or has been read. This specifically identifies the alertness and the mental attention that students have on the matters presented to them. |
Individual Assessment |
This assessment could be administered for at least two to three times that are supposed to assess the thinking ability of a student along with his or her capability to retell or narrate information depending on what has been retained in his or her memory during a specific span of time. |
This diagnosis is appropriate for testing students if they do have the capability to retell what they have understood regarding the story that they have read. |
The administration of this diagnosis is expected to be handled individually so as to impose attention to how one student understand the material that he or she has read. |
| Running Record | This assessment process involves the utilization of an unfamiliar material to measure a student’s level of understanding. The idea basically depends on the fact that a material that is familiar to a student already has an impact on the memory of the individual hence the actual reading comprehension value cannot be relatively measured. | The accuracy of this approach largely depends on how much a student understands from reading a benchmark material that has just been introduced to him/her during a specific time before the administration of the actual test. | Since the material/s to be used is new to the students, the possibility of their responses to be based on memory could be avoided. Instead, the results would solely be based upon what they have understood about the material. |
Individual or Group Assessment Process |
Proctors could choose whether or not to give the assessment on an individual or group basis. The number of test takers would not affect the results as they would solely be dependent on how and what the students understood about the new materials presented to them during the time. | Reading something new to the students and testing what they have understood from it afterwards tests the rational thinking and immediate information recording skills of the students and is appropriate for developing the thinking abilities of the students. |
The administration of the diagnosis could either be an individualized or group based operation due to the fact that it could either be focused on one student as desired by the proctor. On the other end, if there needs to be a sense of comparison between students, a group-based administration could be considered. |
| Observations | This assessment is a progress development observation that relatively connects the reading practice of a student in consideration with his or her personal behaviour. | The diagnosis specifically aims to make a connection between the behaviour of the student towards reading and the progress that he or she is making based on that attitude. | Improving the behaviour of a student towards the proper practice of reading is expected to make a relative impact on how one develops the understanding that he or she has on a particular material that is supposed to be read. This them makes reading a more enjoyable than a pressuring task for a student. |
Individual Assessment |
The administration of a survey process that would scale the attitude of students towards reading is the primary process used in this approach. Assessing the behaviour of one towards the reading practice that he or she applies is something that must be checked upon at least once or twice a year. | This is very appropriate to evaluate the level of concentration that the students have upon the materials that are presented to them.
It could be understood that in this evaluation process, it is the behaviour of the students that is to be given attention to. |
The administration is supposed to be individualized especially that it needs to observe the behaviour of the student in an individual scope. |
| Fluency Assessment | The way a student understands and pronounces words has a great impact on how he or she understands a reading material. It is then essential to make sure that as a student follows a particular level-based curriculum that fluency in reading and in word pronunciation also progresses. | Diagnosing this skill notifies the need to make sure that each student is able to advance his or her level of fluency based on the learning program that he/she is enrolled in. | During the administration of this assessment process, a student is expected to make advancement in fluency based on the level of grade development stage he or she is in. Through this assessment, a child’s reading development could be measured accordingly. |
Individual Assessment |
At least once a year, this assessment is required to note whether or not a child or a student passes to enter the next level or stage of reading comprehension practice. If the results are below the average, it is expected that proper assistance be given to the student to support the needed advancement. |
This evaluation is appropriate especially on the part of understanding how fluency affects the reading progression of a student. |
This is to be administered at an individual approach so as to make sure that the fluency is assumed to make a great impact on how reading develops further through understanding more words. |
| Phonics Test | How clear does a student pronounce a word? This is what this assessment aims to measure. The correct pronunciation of a word affects how much an individual understands the meaning of a certain passage to where the said words are included in. | This diagnosis procedure hopes to make sure that a child is able to pronounce words properly before entering higher levels of learning. The point is, for one to comprehend properly on most of the subjects, having good phonics skills allows one to understand more and thus advance better in each subject. | The results garnered from this diagnosis shall determine what needs to be improved by a student based on phonics skills to be able to comprehend well with the subjects that are to be presented to him/her on the coming upper level of learning. |
Individual or Group Assessment |
Usually administered every beginning of a school year, students are required to pass this test to make sure that they can handle the challenge of more reading that are to be presented to them in the upper grade levels they are supposed to enter. |
The proper pronunciation of words and testing its impact on one’s reading progress specifically notes the consideration over the need to helps students improve their pronunciation practices to improve their reading skills as well. |
This diagnosis could be handled either in an individual or group-scope based on the discretion of the proctor. The focus on what words are needed to be practiced properly and how much focus the proctor should put especially in consideration with the progress of their student/s. |
| Reading Logs | Pairing up reading tasks with writing tasks helps the students jog their memory regarding what they have read and learned while putting their own insights to the completion of this particular assessment process. | Reading and writing are two different skills but never are they considered as irrelevant towards each other. The fact is, proper reading comprehension allows one to become more concise and specific as well as clear in the writing practice they ought to apply. | How much did the student retain in their memory regarding what they have read and how well are they able to write down how they understood the selection?
Undergoing this diagnostic process allows the teachers find the connection that shows how their students decipher the meaning of what they read based on how they present the facts in writing. |
Individual or Group Assessment |
This assessment test could be administered as frequent as needed depending on the discretion of the educator or the proctor who is held responsible for the development of the students. | This diagnosis is very much appropriate especially in defining the capability of the students to put their thoughts into writing.
This particular matter specifically considers a great impact on how the students are able to recall what they have read and have it presented through writing. |
This could be administered in an individual or group based process so long as the proctor thinks it is as needed as possible. |
| Phonemic Awareness Assessment | This pre-reading assessment process is expected to set the students into the right path that they should take especially when it comes to the stage where they are to begin their learning level. | Simple as the tasks are, allowing the young students to be introduced to the basic phonemics of the language gives them a head start on recognizing and analyzing words later on. | This assessment’s outcome shall measure the level of excellence that a student could incur based on his or her first stages of reading practices. |
Individual Assessment |
Each child is supposed to be observed on how much he or she is able to recognize word phonemics, hence noting the results as individual progress reports that each student is supposed to be represented with. |
This diagnosis is defined alongside the need to provide a phonemic awareness development among students. |
This is to be administered individually so as to listen to the phonemic practice awareness that each student progresses with. |
| Rubric | The scoring guide aims to help the teachers identify the progress of their students based on numerical correspondents that represent the scores of the students based on each assessment tests that they have undergone. | Being numerical and logistic, this assessment helps teachers to become less subjective and more focused on the actual statistics on the progress report of each child. | The graded report is what usually gives the students an idea on whether or not they have improved, hence giving the teachers an understanding of whether or not they should give further assistance to a particular student. |
Individual or Group Assessment |
Each level of progress is graded, as necessary as needed, these calculations are regularly checked to assure that each student reaches the expected progress they are supposed to take based on their educational level. |
The scoring process is a regular approach of assessment used to measure student progress. In reading this is appropriate enough to give a digital or statistical note on the development of the learners. |
Administering this assessment could be either individual or group based. The decision regarding this matter is specifically upon the decision of the proctor. |
| Portfolio | Collecting the students works and measuring their relative connection to the assessment of a child’s reading comprehension development is usually done to make sure that a student is ready to pass on to the next level of learning. | This overall diagnosis intends to make a definite indication on how much a student caught up with the lessons [in reading] based on an overall assessment of the works that he or she has passed during a specific span of time in comparison with other members of the class. | Every grade level has an expected development stage that students ought to take. Through this assessment, a student’s capability to complete the requirements according to what has been asked to be passed during a term identifies his or her readiness to enter the next level. |
Individual Assessment |
Usually done at the end of the program, each student’s works are collected and compiled and therefore reassessed for passing on to the next level of learning. |
Measuring the overall development of the students based on the past activities that they have gone through specifically makes a great impact on how they present themselves to be ready for the next stage of learning. |
The administration of the analysis of the portfolio should be handled individually hence the measurement shall be more focused and specifically directed towards individual development for grade progress approval of each student. |
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