Reading Assessment Rationale

Context:

This assignment was created for RE 3030, Foundations of Literacy in Spring 2007. It was created under the instruction of Dr. Kopperhaver. The QWIK assessment was conducted in a third grade classroom at Mountain View Elementary School.

The purpose of conducting the QWIK assessment was to determine the different instructional levels of the study. It was made to be able to identify areas that particular students have in spelling and reading. The QWIK assessment allowed us to see a wide range of spellers and the relationship between how well they can spell versus how well the students can read. The assignment was conducted orally by reading in a monotone voice the correct sets of words provide on the QWIK handout.

Impact:

One the students had completed the assessment they then had a better understanding of particular words that they could and could not spell. Because of the assessment they were then provided with extra help in spelling words that they were unsure of. They assessment required the students to try and remember every rule in spelling that they had learned up until that that moment. If they could not spell very well they were not punished and if they could spell well they were not rewarded. It was a neutral assignment.

Alignment:

This unit met the following North Carolina Standards for Elementary School Teachers:

Standard 1: Elementary teachers have a broad knowledge and understanding of the major concepts in English Language Arts and Literacy.

Indicator 1: This indicator was met by reviewing the assignment and determining the different spelling levels of the students and then placing them into groups.

Indicator 2: This indicator was met by realizing that not everyone pronounces words the same and that an accent has an effect on a student's understanding.

Indicator 4: This indicator was met by recognizing that not every child is the same and their scores my not reflect their abilities. After a discussion with the classroom teacher was clear why the students did good or bad.

Indicator 6: This indicator was met by analyzing the students’ work and determining what level they were at in so far in their ability to spell. This was taking in to consideration and was used to help improve the areas were they struggled.

Indicator 8: This indicator was made by deciphering the written handwriting of the students. As well as understanding that this is just the beginning of their spelling careers and it will improve over time.

Standard 8: Teachers design instructional programs and strategies that build on students’ experiences and existing language skills to help students become competent, effective users of language.

Indicator 3: This indicator was met by encouraging the students to think about what they are spelling and why they are spelling it that way.

Indicator 6: This indicator was met by using correct annunciation on spelling words.