Morgan Gill's Presentation Portfolio

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  1. Indicators 1, 2, 5, 6, 8
Home > Standard 1 > Indicators 1, 2, 5, 6, 8

Indicators 1, 2, 5, 6, 8

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 2 because I have taken into account the individual dialects of each student I tested.  I've shown that I understand the influences on dialect by using a standardized test that doesn't allow for discrepancies in dialect or accent.
  • 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 6 because I've used the results of this test to place the children in classes and give them assignments that allow for their personal and social growth.  If the students were never tested, their growth would be stunted from either being too challenged or not challenged enough.
  • 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. 

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