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Assessment of Reading - KS1 - Coggle Diagram
Assessment of Reading - KS1
What is assessment?
Definitions
Process of collecting data about individuals and groups.
Systematic process for collecting information for specific behaviours or characteristics (Phillips et al, 2013).
Facilitates standards over time to inform the development of policy and practices leading to better pupil outcomes (CCEA, 2019)
Process over time, must have a purpose (Boyle and Fisher, 2007)
Gives deeper appreciation for what pupils know and understand, their skills and personal capabilities and what their learning experiences allow and enable them to do (CCEA, 2013)
Informal and Formal Assessments
Informal
Observations of performance
Portfolio of work
Professional judgements
Formal
Norm Referenced Tests - Compare learners performance with that of other individuals in a specified population usually of the same age.
Criterion Referenced Test - Compare learners performance against specific criteria e.g) HFW
Purposes of Assessment
Diagnostic
Identifies strengths and areas for improvement and informs next steps
Takes place at the beginning of learning journey
Allows interventions to be planned
Formative
Part of everyday teaching, Observing, Listening, Questioning, Discussing and reviewing work.
Identifies progress and gaps in knowledge, sets learning intentions and success criteria, provides feedback for pupils.
Continuous process - Quizzes, talking, Charts, Homework, Classwork, Exit Surveys
AfL Strategies 1. Focus on Learning 2. Effective Questioning 3. Quality Formative Feedback 4. Scaffolding reflection 5. Teacher Reflection
Summative
Overall performance at specific point in learning.
Provides subject knowledge and TSPC info
Weekly, end of topic, terms and yearly
Good as part of holistic overview
Next steps in planning, identifying gaps and analysing whole school level for benchmarking/target setting
Evaluative
Informs curriculum planning, provides info for monitoring and accountability can be used for action planning.
Every School A Good School
"A good school should demonstrate high quality teaching and learning - Assessment is used to effectively inform teaching and learning across the school and classroom, and to promote improvement" 2009, p.15.
Ensuring Assessment tools are reliable and valid are one of the most pressing challenges for teachers
Standardised Tests
Norm-referenced Test - compared to scores from similar aged pupils.
GL Assessment (2022)
Progress Test in English (PTE)
Assesses:
Knowledge, understanding and application of technical english skills.
Reading Comprehension (using age appropriate text)
Used a baseline in the autumn and at the end of year to track improvement and identify strengths and weaknesses.
"Robust procedure which complements teachers observations" - Matthewson (2022)
Rapid
Tests phonological awareness, working memory and visual/verbal memory.
CoPs
Tests for cognitive strengths/weaknesses and Dyslexia
ST can provide a snapshot of ability at moment in time (summative) while teachers can use the data to identify difficulties at that time and use it for further planning (Formative) (Boyle and Fisher, 2007)
Running Records
Purposes of Running Records
Capturing behaviour for later consideration
Cumulative record of text reading progress
Establish text difficulty
Critical decisions
Observe difficulties
Direct Teaching
Builds up record of progress, able to give understanding of what cues children are using (Syntax, Visual, Meaning), their enjoyment and understanding
Aim to test children's alphabet knowledge, phonemic awareness and sight words while providing a valid assessment of text reading (DECD Australia, 2012)
Real time authentic data (Harmey and Kabuto, 2018)
Carrying out a RR
1-1 session - time consuming
Children should discuss book to lead them in
No teaching occurs
Follow up questioning
Allows children to work within ZPD (Shea, 2004)
Criticalities
Reliability has been questioned (Blaiklock, 2004)
Time consuming exercise due to analysation and planning thereafter (Blaiklock, 2004)
Guided Reading and Assessment
Range of Assessment opportunities:
Concepts of Print
High Frequency Words
Understanding of the Book
Book Handling
Features of Print
Rhythm and Fluency
Use of Reading Cues
Questioning and Observation can be used to assess reading (Observation Proformas)
Concepts of Print
Marie Clay created this assessment that tests children's understanding of book concepts
Assesses - Understanding of Book Concepts, Directionality, One to One Matching, Concepts of Word, Concepts of Letter, Punctuation Marks.
Assess children's performance in reading while informing next steps in teaching.
Barrett's Taxonomy
Use when informally teaching and observing children's reading either individually during 1-1s and group reading.
Levels of Comprehension
Literal Comprehension - Focuses on the ideas and information that are explicitly stated.
Re-Organisation - Requires the students to analyse, synthesise and or organise ideas or information explicitly stated in the selection.
inferential Comprehension - Use and demonstrate inferential comprehension using explicitly stated info.
Evaluation - Judgements, focus on qualities of accuracy, acceptability, desirability, worth and probability of occurrence.
Appreciation - Calls for students to be emotionally and aesthetically sensitive to the work and to have a reaction to the work of its psychological and artistic elements.
Guided Reading Observations
Informal observations based on professional judgements
Observations could include: What has been read, own experience links, predictions, sequencing, awareness of characters and setting, reading strategies, selecting info for purpose, forms and features, inference, expressing opinions.
Home and Parental Involvement
Rutland and Hall (2013) - Consumers (Receiving info regarding child), Informants (Asking them to provide info), Team and Advocate (hopes and dreams informing future learning).
PM Benchmarking
Explicitly assess pupils instructional and independent reading levels using unseen, meaningful texts.
Used in FS
Identifies knowledge, skills and strategies used when reading unseen texts.
Assess fluency
Assess retelling strategies
Inform decisions about future development
Assessment for Learning (Formative)
Integral part of the learning process (2007, NIC)
Active involvement of children in their own learning.
Effective feedback process
Teachers should select techniques based on the nature of work being completed - therefore ....
Sight word Graphs to show progression of development, Anecdotal Notebook.
Use of Reading Assessments
Derive a portfolio based on self assessments, AFL, Observations, professional judgements.
Afflerbach (2017) states we can use this to understand strengths and needs in our students and provide info about oral reading and inform future planning.
Reading Target Bookmark links home involvement.