EDU-460-20, Assessment of Reading (SU14)
INSTRUCTOR: Carol Yoos (email@example.com)
SCHEDULE/DAYTIME: Special/Tuesdays & Thursdays/6:00 – 9:15, 05/27/2014-06/19/2014
This course is designed to provide students with a background in reading assessment and its relationship to instruction. Students will learn about the variety of assessments available to the classroom teacher in the area of reading. Students will learn how to administer, score, and interpret the results of the various assessments. Instructional decisions regarding the educational program of the child will also be examined as they relate to Put Reading First and Common Core State Standards.
REQUIRED TEXTS AND MATERIALS:
1. IRA and NCTE. (1994) Standards for the Assessment of Reading and Writing (provided in class)
2. Leslie, L. and Caldwell, J. Qualitative Reading Inventory V (QRI-V). Addison Wesley Longman, Inc., 2010.
3. Center for the Improvement of Early Reading Achievement. (2001, 2003). Put Reading First: The Research Building Blocks for Teaching Children to Read. Washington D.C.: The Partnership for Reading. (National Institute for Literacy). *can be found online
4. Binder or other method of organizing assessments, handouts, and materials.
5. $15.00 to cover cost of copying materials, DUE by third class
6. Duo-Tang pocket folder and dividers for Case Study and Prescriptive Plan.
1. Class Attendance/Participation (30%)
Attend all classes on time. Please notify the instructor, in advance, if you will be absent. Due to the amount of information in this course, it is not advisable that you miss a class. Please note that more than one absence will impact your grade.
2. Journal Article Review/Summary (5%)
A brief review/summary that includes: bibliography, brief summary, implications, and response. 1 page, 2 pages maximum. Attach cover sheet/scoring tool to your review. The articles should address the contents of the course, and the review should focus on implications and response. The instructors would prefer that you use one of these professional journals: The Reading Teacher, Journal of Reading, Educational Leadership, Reading Research Quarterly, Journal of Reading Disabilities. If you would like to use another journal, not listed, please consult with the instructor first. Articles should be from within the past five years.
3. Case Study Checkpoints (10%)
The case study checkpoints are designed to assist you in planning your time efficiently as you complete your required assessments. The instructor is available for assistance as needed at each checkpoint.
4. Early Literacy Assessment (5%)
Three assessments will be administered to a Kindergarten or First Grade student. All assessments are provided and are indicative of the types given at this stage of learning. You will design a table to show the results as well as write a paragraph explaining the results.
5. Group Screening (5%)
You will interpret the results of an assessment administered to a group of students. You will write about what you have learned about the students and how it will inform your instruction.
6. Case Study (20%) **student needs to be of first grade age or older
• student information such as: name, birthdate, age, grade, interests
• parent interview
• the following assessments: DIBELS, Kottmeyer Spelling, Dolch Word Lists, Word Meaning Test, QRI-V, and any other necessary informal assessments
• testing scores and results
• summary with strengths, weaknesses, and recommendations as determined from testing
7. Prescriptive Plan and Presentation (25%)
• The plan is a continuation of the testing that you have completed. Use the results from the assessments to identify the best/ideal ways to teach this child. Answer the questions, "What methods will have the best chance of working? Why?"
• Be prepared to do a short presentation (approximately 5-10 minutes) on your assessment results and ideas for prescriptive teaching of this child.
• Visuals will help your audience to get a clear picture of the student you tested, and your results. You may want to include posters, use the overhead, and/or have handouts.
• Complete a written report summarizing assessment results to be given to parents.
ASSIGNMENT PRIOR TO FIRST CLASS:
Class Attendance Policy
Attend all classes on time. Please notify the instructor, in advance, if you will be absent. Due to the amount of information in this course, it is not advisable that you miss a class. Please note that one absence will impact your grade.