Modified_reading_assessment_tool.pptx

SESSION 8
Assessment Tools in
Profiling Pupil’s Reading
Ability and in Tracking the
Improvement of their
Reading Performance
Department of Education Reading Assessment Tool
DIVISION TRAINING ON CONDUCTING A READING RECOVERY PROGRAM

At the end of this session, you are expected to:
1. Identify the different assessment tools in profiling
pupil’s reading ability;
2. Understand the relevance of the assessment tools in
tracking the improvement of their pupils’ reading ability;
3. Simulate how to assess pupil’s reading ability using Phil-
IRI, Modified Beginning Reading Assessment, and
Teacher-made Tests
4. Present data gathered from the assessment; and
5. Explain the advantages of utilizing reading assessment
tools.
OBJECTIVES

ASSESSMENT is an essential element of education
used to inform instruction (Wren, 2004). The first
step in implementing good reading instruction is to
determine student baseline performance. Students
enter the classroom with diverse backgrounds and
skills in literacy. Some students may enter the
classroom with special needs that require review
of basic skills in reading, while other students may
have mastered the content a teacher intends to
cover.
INTRODUCTION

Due to these various student levels, it is necessary
to design literacy instruction to meet the individual
needs of each student. Individual needs can be
determined by initial and ongoing reading
assessments. These assessments provide teachers
with the information needed to develop
appropriate lessons and improve instruction for all
students, including students with disabilities
(Rhodes & Shanklin, 1993).

The information gained from appropriate
assessment enables teachers to provide
exceptional students with improved access to the
general education curriculum. The following
information is an overview of the purpose and
benefits of early reading assessment, examples of
data collection methods, and considerations for
selecting a measure for students.

PURPOSE AND BENEFITS
The Purpose and Benefits
of Assessment

Research provides evidence that specific
early literacy concepts can predict young
students' later reading achievement
(DeBruinParecki, 2004). These reading
concepts include letter knowledge, phonemic
awareness, decoding, fluency, and
comprehension. An effective reading program
includes assessments of all of these concepts
for several purposes.

One purpose is to identify skills that need
review. Assessment provides teachers with
information on what skills students have and
have not mastered. It is needed to help
teachers know the skill levels of their
students, since students have varying
experiences and knowledge.

A second purpose is to monitor student
progress. A teacher can learn which students
need review before covering additional
content and which students are ready to move
forward.
A third purpose is to guide teacher
instruction. Through consistent assessment, a
teacher can make informed decisions about
what instruction is appropriate for each
student.

A fourth purpose is to demonstrate the
effectiveness of instruction. The information
gained from assessment allows teachers to know
if all students are mastering the content covered.
It is important for teachers to use instructional
time effectively, and this can be done when
teachers are knowledgeable about what their
students are ready to learn and what they
already know.

Therefore, the information gained from
assessment allows a teacher to create
appropriate instruction for their students.
Additionally, a fifth purpose of
assessment is to provide teachers with
information on how instruction can be
improved.

Phil-IRI
Phil-IRI
(Philippine Informal Reading
Inventory)

What is the Phil-IRI?
> The development of the Phil-IRIis oneof the
initiatives put in place insupport of the Every Child
A ReaderProgram (ECARP).
> The PhilippineInformal Reading Inventory(Phil-IRI)
wascreated to provide classroom teachers a tool for
measuring anddescribing reading performance.
It is an assessment tool composed of graded
passagesdesigned to determinea student’s
reading level.
(Flippo, R.,2014).

What is the Phil-IRI for?
 This diagnostic approach to describing how children
read embraces inclusionary principles that
emphasize the need for education that is learner-
oriented, responsive and culturally sensitive.
 The Phil-IRI is one of the diagnostic tools that
teachers can use to determine a student’s abilities
and needs in reading.
 It is important to note that the Phil-IRI only provides
an approximation of the learner’s abilities and may
be used in combination with other reliable tools of
assessment.

What can the Phil-IRI tell us?
 The Phil-IRI Group Screening Test (GST) can tell
teachers whether students are reading at, or
below, their grade levels.
 The individually administered Phil-IRI Graded
Passages, can be used to assess students’ Oral
Reading, Silent Reading Comprehension and
Listening Comprehension levels.

Assessment of Oral Reading
When used to assess oral reading skills, the Phil-
IRI may be used to describe decoding and word
recognition, fluency and comprehension. The
student’s performance in decoding (the ability to
read isolated words using phonics knowledge) and
word recognition (the ability to automatically
identify words on sight) is measured through a
Reading Miscue Inventory.

Assessment of Silent Reading
When used to assess Silent Reading
Comprehension, Phil-IRI may be used to describe
reading speed and comprehension. The student’s
reading speed is measured by recording the time it
takes the child to read each passage completely.
Silent reading comprehension is measured by asking
the student to answer five to eight questions of
varying difficulty after a passage has been read.

How do we administer the Phil-IRI?
Assessment and Instruction

STEPS IN
ADMINISTERING
PHIL-IRI

Stage 1
 Administration of the Initial Screening:
Group Screening Test

Interpreting the result of GST

Stage 1
o This initial screening allows the
teacher to focus more on the students
with reading difficulties.

Stage 2
A. Oral Reading Test
Objectives:
1. Identify the student’s miscues in oral
reading;
2. Record the number of words that a student
reads per minute; and
3. Find out how well a student understands
the passage read

What is miscue?
a derivation or difference between
what a reader says and the word in the
page (Goodman, 1973)

Common Miscues
of Readers

Mispronunciation
Mispronunciation – when a word is not
pronounced or read properly (pupil reads a
word phonetically)
Text: The children played in the yard.
Reader: playeed
The children played in the yard.
Underline the text and write the phonetic spelling above it.

Omission
Omission– when a word or words are
omitted
Text: Tony saw an enormous elephant in
the zoo.
Reader:
Tony saw an elephant in the zoo.
Circle the omitted word.

Substitution
Substitution– when one word is substituted
for another
Text: The big horse started to trot.
Reader:
The big horse started to trot.
Write the word directly above the correct word..
house

Insertion
Insertion– when one word or words are
inserted.
Text: His big sister is in school.
Reader:
His big sister is in the school.
Indicate it with a caret at the point of intersection and the word is
written above the caret.
the

Repetition
Repetition– when a word or phrase is
repeated
Text: The red roses are in the lovely vase.
Reader:
The red roses are in the in the lovely
vase.
Draw a line from the point at which the readers decides to retrace his
steps to the point the repetition begins.

Transposition
Transposition– when two words are
reversed
Text: The dog is barking at me.
Reader:
The dog is barking at me.
Use a proofreader’s symbol for transposition.

Reversal
Reversal– when two letters are reversed
Text: d a b
Reader: b a d
Use a proofreader’s symbol for transposition.
dab

Omission of Punctuation
Omission of punctuation– punctuations
are not given attention.
Text: The teacher greeted the pupils ,
then she told them to sit down.
Reader:
The teacher greeted the pupils
Circle the omitted punctuation mark.

Omission of Punctuation
Omission of punctuation– punctuations
are not given attention.
Text: The teacher greeted the pupils ,
Reader:
The teacher greeted the pupils
The punctuation is circled.

Recording Oral Reading Miscues

Sample of Teachers Running Record

Quantitative Analysis of Oral Reading Test
* How many miscues were observed?
What are these miscues?
* How many minutes did it take the
student to read the passage?
* How many comprehension questions
were correctly answered?

Computing the Percentage of the
Number of Words Correctly Read
No of words in the passage – number of miscues
No. of words
X 100

Example:
Karlo’s performance in Oral Reading
No. of words in the passage: 65
No. of miscues: 15
65 – 15 = 50
65
X 100 = 76.9 %
% of words correctly read: 76.9 %

Computing Speed in Reading
Reading Speed = No. of words read
No. of words in the passage : 103
No. of minutes it took Karlo to read it: 90 seconds
(1.5 mins)
X 60
Reading time in seconds
103 words read
90 seconds
= 69 words per minute
Karlo’s reading rate: 69 words per minute

Computing of Comprehension
Comprehension = No. of correct answers
No. of correct answers: 4
Total number of questions: 7
X 100
No. of questions
4
7 = .57 X 100 = 57 %
Karlo’s comprehension skill: 57 %

Determining the Reading Level
Reading Level – the level at which the
learner can read and comprehend a
leveled text or graded passage.
Different Reading Levels:
> Independent
> Instructional
> Frustration

Independent Level
“I can read this on my own.”
> The level at which a learner can read and
comprehend a leveled text on his/her own.
> The reader is familiar with most, if not all,
of the words in the text. The pupils reads
smoothly, fluently and with expression.
> The level of comprehension is high.

Instructional Level
“I can read this with my teacher’s
help.”
> The level at which a learner can read and
comprehend a leveled text with some
guidance.
> 90% of the words are familiar for the
reader, S/he hesitates reading some words.
> The reader understands most of what is
read.

Frustration Level
“This is difficult.”
> The level at which a learner experiences
much difficulty in reading and
comprehending a leveled text
> Most words are unfamiliar; hence, reading
is choppy with lots of hesitations.
> The readers rarely understands what s/he
is reading.

Oral Reading Profile

Karlo’s Reading Profile
Word Reading Score : 1.5 minutes = 76.9 % Frustration
Karlo’s Oral Reading Profile : FRUSTRATION
Comprehension Score : 4 out of 7 = 57 % Frustration
Reading Rate : 69.5 words per minute

Qualitative Analysis
Observations on Oral Reading

Regional Training of Trainers (TOT) for Reading Teachers in Madrasah, CNR & Kindergarten
Magpalipad Tayo ng Saranggola
Maganda ang panahon. Gustong maglaro ni Niko. Niyaya ni Niko na
maglaro ang kakambal na si Noli. Pumunta ang kambal sa labas. May
dala silang mga saranggola. Makukulay ang mga saranggola ng
kambal.
Pinalipad agad nila ang mga saranggola. Mataas ang lipad ng
saranggola ni Niko.
Napansin ni Niko si Noli. Nakasimangot si Noli habang nakatingin kay
Niko.
“Halika, tuturuan kita ng tamang pagpapalipad.” sabi ni Niko.
Ngumiti si Noli. Ipinakita ni Niko kay Noli kung paano magpalipad.
Ilang saglit pa, nakatawa na itong nagpapalipad ng saranggola.
“Salamat, Niko,” wika niya.

Mang Sammy
Mahilig magliis ng bahay at bakuran si Mang Sammy. Araw-araw ay
nakikita siyang naglilinis ng bahay. Nagwawalis siya sa loob at labas ng
bahay. Nagpupunas siya ng alikabok. Namumulot siya ng kalat. Kaya
lang, ang lahat ng basura at kalat niya ay itinatapon niya sa may sapa.
Nagpalagay ang pinuno ng samahang magkakapitbahay ng karatula sa
sapa. Nakasulat sa karatula ang “Bawal ang magtapon ng basura rito.”
Hindi pa rin sinunod ni Mang Sammy ang sinsabi ng karatula.
Isang araw, walang tigil ang ulan. Mula umaga hanggang hapon ang
bagsak ng ulan. Tumaas ang tubig sa sapa hanggang bumaha na sa
kalye. Pumasok ang tubig baha sa bahay nina Mang Sammy! Napansin
niya na hindi lamang tubig baha ang pumasok sa kanyang bahay.
Sumama rin ang basurang kanyang itinapon sa sapa!

Summer Fun
“Let’s have some summer fun,” says Leo.
“Let’s go swimming in the river,” says Lina.
“Let’s pick some guavas from the tree,” says Leo.
“Let’s pick flowers,” says Lina.
“That is so much fun!” says Mama.
“But can you help me clean up the house too?”
“Yes we can,” they say.
“Helping can be fun too!”

(Modified Beginning Reading Assessment)
PHONICS AND WORD
RECOGNITION
INVENTORY TOOL
“Tara na Tayo’y Magbasa”

After looking at the different data on the
reading and academic performance of the
different schools in the entire City Division of
Koronadal, it shows that our present
academic performance is greatly affected by
the pupils’ poor reading ability as shown in
SREYA, NAT & LAPG (c/o Division Early
Reading Program Presentation Paper)
Background of the development of the
reading assessment tool

Grade One pupils’ reading ability in the
Mother Tongue should be monitored and
given priority to arrest non- readers in the
future thus an assessment shall be conducted
to keep a reading profile in class, school,
district and division. Pupils’ Reading Profile is
a suitable basis for sound classroom
instruction and reading intervention
program.

This assessment Tool is contextualized in four
languages to serve the needs of the adopted
Mother Tongues of Koronadal City Division
which are as follows:
1. Hiligaynon-mostly of the elementary
schools
2. Binisaya- Mambucal ES
3. Tagalog- Magsaysay ES, Caloocan ES and
Namnama ES
4. B’laan- Nelmida ES and Ulo-Mlao ES

Part One:
Simple Listening Comprehension:
5 points
In this part we are assessing the ability of the
pupil to understand information involve in
the text. Since we are evaluating the listening
comprehension of the child, the teacher
reads the short story to the pupil; allow
him/her to answer the questions orally.
How to use the Assessment Tool?

Part Two:
Phonological Awareness:
5 points
Phonological Awareness is a skill which
shows the child’s ability to distinguish sound
in a spoken language like initial, middle and
final sound. The teacher must ask the pupil
to name each picture and to give the initial
sound of each object.

Part Three:
Phonics or Sound Identification:
26 points
Phonemic awareness is the ability to notice,
think about and work with the
individual sounds in spoken words. The
teacher encircles every letter that a
child can sound.

Part Four:
Alphabet Knowledge:
26 points
This part is divided into two parts: Upper
Case and Lower Case with 26 items
respectively. The teacher encircles every
letter that a child can name.

Part Five:
Word Recognition:
10 points
This part assesses the ability of the pupil to
recognize words in the target language.
Words should be read by the pupils
independently. The teacher encircles every
word that a child can read.

Scores for each domain specified in this
tool must be recorded using the scoring
sheet or can be directly encoded to your
laptop using the available E-Tool. The
Electronic Copy of the data should be
submitted to the division on the date
stipulated in the Division Office.
About the Data Gathering

READING ASSESSMENT TOOL
(HILIGAYNON)
(FILIPINO)
(BINISAYA)
(BLAAN)

SCORING SHEET FOR THE READING
INVENTORY

(Modified Beginning Reading Assessment)
FINAL ORAL READING
INVENTORY TEST IN
FILIPINO FOR GRADES 1,2
and 3

FINAL ORAL READING INVENTORY TEST - FILIPINO
Panuntunan at gabay sa
pagbibigay ng pangwakas na
pagsusulit sa pasalitang pagbasa
(oral reading test) sa mga mag-
aaral ng baitang 1, 2 at 3:

1. Ang pagsusulit na ito ay naglalayong
maitala ang wastong antas ng kasanayan sa
pagbasa ng mga mag-aaral na nasa una,
pangalawa at ikatlong baitang. Ang datos na
makakalap ay magsisilbing batayan at gabay
sa pagpaplano ng Individualized Reading
Tutorial na isasama sa Reading Instruction
Program sa darating na Summer o Tag-araw
gayundin sa pagbubukas ng klase sa darating
na Hunyo 2017.

2. Nahahati sa limang (5) bahagi ang test
mula sa pinakamahirap hanggang sa
pinakamadali. Nakabatay rin sa Learning
Competencies ng Filipino Curriculum ang
mga babasahing nakatala kaya
inaasahang ang lahat ng mga salita,
pangngusap maging ang maikling
kuwento ay natutunan na ng mga mag-
aaral.

3. Ang mga sumusunod ay gabay sa pag-alam
o pagkilala ng antas ng kasanayan sa pagbasa
ng bawat mag-aaral:
Level 5-------nabasa ang buong kuwento at
nasagot nang wasto ang 4
hanggang 5 mga katanungan
Level 4------nabasa nang wasto ang 8
hanggang 10 mga parirala at
pangungusap

Level 3-------nabasa nang wasto ang 8
hanggang 10 mga salita
Level 2-------nabasa nang wasto ang 8
hanggang 10 mga pantig
Level 1-------nasabi o nakilala nang wasto ang
20 hanggang 25 tunog ng mga
nakatalang letra

4. Simulan sa Level 5 ang pagpapabasa sa mga
mag-aaral na nasa Ikatlong baitang. Gamitin
ang gabay sa pag-alam ng antas sa pagbasa
upang maitala ang wastong reading profile ng
bawat mag-aaral.

5. Para sa mga mag-aaral na nasa Una at
Ikalawang Baitang, simulan sa Level 4 ang
pagpapabasa at sundin ang hakbang na
nakasaad sa bilang 4.

TARA NA, TAYO’Y MAGBASA
6. Nakalakip sa kagamitang pagsusulit na ito
ang Scoring Sheet na maaaring gamitin sa
pagkuha ng datos hinggil sa antas ng
kakayahan ng mga mag-aaral sa pagbasa at
pag-unawa sa wikang Filipino.

7. Ang pagsusulit na ito ay maaring gamitin sa
mga mag-aaral na nasa mataas na baitang
(Grades 4 to 10) na may suliranin sa pagbasa.

8. Gabay sa pagbibigay ng desisyon batay sa
Reading Ability Profile:
Ikatlong Baitang:
Level 4 at 5: Passed
Level 3,2 at 1: Remedial
Una at Ikalawang Baitang
Level 3 hanggang 5: Passed
Level 1 hangang 2: Remedial

FINAL ORAL READING
INVENTORY TEST IN FILIPINO
FOR GRADES 1,2 and 3

Modified_reading_assessment_tool.pptx

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