Types of Reading Assessment

1. types of
reading
assessment
merry jane f. lanticse

2. Assessment tools are vehicles
we use to gather data, while the
assessment process refers to
the decisions we make and
actions we take as we
administer tools, and interpret
and communicate data.
using Assessment to Identify
Student Needs

3. four types of
reading assessment
01 SCREENING
02 PROGRESS MONITORING
03 DIAGNOSTIC
SUMMAtIVE OR OURCOME
04

4. SCREENING
Screening assessments are
typically administered to all
students at the beginning, middle
and end of the year to identify
students who might be at risk for
reading difficulty

5. PROGRESS
MONITORING
Progress monitoring assessments
are sometimes called formative
assessments and are given
periodically to determine whether
students are making adequate
progress.

6. TWO TYPES OF
PROGRESS
MONITORING
MASTERY MEASUREMENT
GENERAL OUTCOME
MEASUREMENT

7. MASTERY MEASUREMENT
is a valuable tool for evaluating a student’s
understanding of and proficiency in a
single target skill

8. GENERAL OUTCOME MEASUREMENT
is an effective means of evaluating and tracking student progress across
the entire curriculum by administering frequent measures .

9. DIAGNOSTIC ASSESSMENT ON READING (DAR)
is used by classroom teachers and reading specialists to assess student reading ability in five areas:
phonemic awareness, phonics, vocabulary development, reading fluency and reading comprehension.
DIAGNOSTIC
are used to provide information about individual students who may be having reading difficulty.

10. phonemic
Awareness
Instead of focusing on the letters of words, phonemic awareness concentrates
on the sounds those letters create.
phonics The greater a student's phonemic awareness, the better his or her ability to
segment small sounds -- phonemes -- into word patterns.
vocabulary
development
Reading fluency allows children to read quickly, accurately and with
appropriate expression
reading fluency
reading
comprehension
Vocabulary is a key factor in reading ability and, during the DAR, students are
asked to define key vocabulary words from passages
The ability to comprehend writing requires phonics, vocabulary, fluency and an
ability to connect reading material with the bigger picture and real-life events

11. SUMMATIVE
Summative assessments are
sometimes called outcome
assessments.

12. The assessment plan needs to be modified for students
who appear to be at risk for not achieving grade-level
proficiency. If the screening assessment at the beginning
of the year indicates that a student may be at risk,
diagnostic assessments should be administered to
determine the areas for which supplemental or
intervention should be given. The progress monitoring
assessments will need to be given on a more frequent
basis to monitor if that instruction is sufficient or if a
different instructional plan should be made. The graphic
below represents this modified plan
Modifying the Plan for Students
with Below-Grade Level Skills

13. Thank you for listening!