This document provides guidelines for creating an Assessment Toolkit as a course requirement. It lists the six areas of reading that must be included: oral language development, phonemic awareness, phonics, word recognition, oral reading fluency, vocabulary, reading comprehension, and reading motivation. For each area, it provides examples of assessments that could be used. It requires students to identify a minimum of two assessments for each category to include in their toolkit. The toolkit must be organized to hold all materials needed to administer the assessments to students.

1. Assessment Toolkit Guidelines
As a course requirement, you will be creating an Assessment Toolkit compiling a variety of
assessments in the six areas of reading. This Toolkit will be a comprehensive resource which
you will use in Competency 6.
Assessments to include:
• Oral Language Development – receptive and expressive language
• Phonemic Awareness – detecting rhymes, counting syllables, matching initial sounds,
counting phonemes, comparing word lengths, assessments that involve blending and
segmenting
• Phonics and the Alphabetic Principle – letter name inventories, letter sound inventories,
pseudo word inventories (nonsense word), developmental spelling inventories
• Word Recognition Tests – graded word lists, high-frequency word reading tests, high
frequency phrase tests, high-frequency word spelling tests
• Oral Reading Fluency – sets of graded passages for assessing reading accuracy and rate
and rubrics for evaluating oral reading prosody.
• Vocabulary – tests assessing tier 1, 2, and 3 words. (words that don’t require direct
instruction – ex. baby; words found across various domains – ex. industrious, fortunate;
and words specific to a discipline – ex. isotope.)
• Reading Comprehension- retelling rubrics and narrative and information passages with
comprehension questions, leveled/lexiled passages with questions, cloze passages
• Reading Motivation- interviews and surveys
Each participant must identify a minimum of two assessments from each category to include in
their Toolkit. The assessments should be representative of the six areas of reading. You may
include the DAR, IRI, FAIR, DIBELS and other assessments. All assessments must be copied
and materials created so that they are ready to be administered to a student.
The Toolkit may be created in a bag with files and ziplock bags to hold administration materials
such as letters, or word cards, in a binder with sheet protectors or pockets to hold
administration materials, or in an expanding file with dividers.

2. Assessment Toolkits will be presented by each participant and an assessment resource list to
include websites, books, professional journals and other available resources will be compiled as a
culminating activity.
Assessment Toolkit Rubric
Each participant must identify a minimum of two assessments from each category to include in
their Toolkit. The assessments should be representative of the six areas of reading. You may
include the DAR, IRI, FAIR, DIBELS and other assessments. All assessments must be copied
and materials created so that they are ready to be administered to a student.
Categories Two Assessments
Oral Language
Phonemic Awareness
Word Recognition Test
Oral Reading Fluency
Vocabulary
Reading Comprehension
Reading Motivation
Other
Satisfactory: _______ Unsatisfactory: _______
Signature: ______________________________________ Date: __________________