CIL 621

Assessment Experience #1
Attitude/Survey Interest Inventory
Melissa is a young, 6th grade girl, who is 12 years old. She lives at home with her mother
and two younger siblings. Her household is monolingual. She attends a public school and is
currently in a self-contained, SLD (specific learning disability) classroom. She is in a classroom
with 16 students, one teacher and one teacher assistant. Melissa has been eligible for special
education services since 2011. She has been in a resource room, classroom setting until the
current 2015-2016 school year; the team decided with parent agreement to move Melissa to a
more restricted environment to help support her educational needs last 2014-2015 school year.
Melissa is currently reading at 2.1 (second grade and 1 month) grade level.
The purpose of Attitude/Survey Interest Inventory is to interview the student about their
feelings about reading. The survey poses a variety of questions to help the student critically think
about reading. This allows the student to ponder about their likes and dislikes when it comes to
reading and also, allows the teacher to understand the students opinions about reading.
When analyzing the Attitude/Survey Interest Inventory, it appears that Melissa enjoys
reading for both recreational and academic purposes. The lowest score she received (2 points)
out of both sections was for recreational reading, when asked the question, How do you feel
about getting a book for a present? Melissas raw score for recreational reading was 34 which is
at the 83%ile in 6th grade. Melissas raw score for academic reading was a 37 which is at the
99%ile in 6th grade. Her full score is at a 97%ile in 6th grade.
In conclusion of the Attitude/Survey Interest Inventory for Melissa helped me as an
educator to fully understand how a survey can be converted to percentiles even if it is a reading

questionnaire. It also helped me understand the student better and their viewpoints on reading
when asking them the variety of questions. Melissa appears to enjoy reading in both settings;
recreational and academic. For Melissa reading at a lower reading level, she still likes to read.
This can help me as educator because if Melissa enjoys reading, I need to ensure I have books
that are at her instructional level to encourage her to keep reading.
Prior to administering the Attitude/Survey Interest Inventory, I met with Melissa a few
times informally. I feel we were both excited to work with each other because we built a
foundation. Therefore, when I administered this inventory, we were both relaxed and comfortable
with one another. The only challenges I came across was getting off topic; Melissa wanted to
share everything she was doing in her classroom. Overall, having the rapport with Melissa made
administering the assessment easy.
My impression of the assessment was appropriate for Melissa and anyone at a primary
level. I also feel this assessment is appropriate for middle school, depending students maturity
level. Melissa is an example of a student, who would not get embarrassed of circling Garfield
characters; teacher discretion is advised if using this assessment at a secondary level. Despite the
type of reading inventory you use, the assessment is needed to fully understand students
interests and opinions of reading. This assessment is beneficial to use in the beginning of the
school to help an educator get to know their students better. I would also use this assessment at
the end of the year to see if students attitudes and interests have changed.