Morgan Gill's Presentation Portfolio

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  1. Reading/Writing Assessment
  2. Multitext Study
Home > Reading 4030 > Reading/Writing Assessment

Reading/Writing Assessment

Context: I administered a reading and writing assessment to a sixth grade student at Blue Ridge Elementary School in West Jefferson, <st1:State>NC.</st1:State>  I was taught how to administer the test through my Curriculum and Instruction 4000 class in my fall 2005 semester.  I tested a student in Ms. Saffer's Language Arts class through my internship at the elementary school.  The assessment consisted of three parts:
    1. Word recognition in isolation (using the flash method)
    2. Word recognition in context 
    3. Writing assessment

Impact: When I teach, I will constantly be assessing my students, both formally and informally.  Administering a formal test to ascertain the reading level of a struggling student was an ideal way for me to gain confidence in my ability to give such a test. 

Alignment: I have met the following NCDPI standards:

Standard 1 -

  • Indicator 1 because I have effectively determined and labeled the developmental stages of a student's language acquisition.  Using the results from my assessment, I have determined the student's independent, instructional, marginal and frustration levels of understanding. 
  • Indicator 5 because I have included a discussion of the context of the reading situation and the reader's existing knowledge in the interpretation portion of my explanation.  I have demonstrated a complex understanding of reading as a process, exhibited by my interpretation of the results. 
  • Indicator 8 because I have applied my understanding of written and oral compositions to evaluate a writing sample from the student.  I have examined the grammar, syntax and semantics throughout the writing sample and scored it accordingly. 

Standard 7 -

  • Indicator 7 because I used a formal assessment to determine the reading ability of a student.  I can then use this information to plan appropriate learning opportunities and design worthwhile instruction.

Standard 8 -

  • Indicator 2 because the results of this test could be used as a tool to allow students to monitor their own reading comprehension, providing a sense of accomplishment with increasing scores and a newfound confidence.
  • Indicator 3 because  the comprehension questions asked at the end of each reading section encouraged the student to think critically about what he had read.

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  1. Reading/Writing Assessment Reading/Writing Assessment
Author: Morgan Gill
Last modified: 4/21/2006 12:02 PM (EDT)