Professional Documents
Culture Documents
Synthesis of Standards
ILA Standard 3: Assessment and Evaluation requires that literacy specialists understand
how to use and administer an assortment of assessments and evaluations for reading and
instructional planning purposes. ILA Standard 3 is grouped with IDA Standard D: Interpretation
and Administration of Assessments for Planning Instruction because both require literacy
specialists to identify and be able to select useful assessments for specific student needs. Both
must have knowledge of the wide variety of assessments and the meaningful purpose behind
each. The interpretation of the data from the assessments is also a requirement of both. The
difference between them is that ILA Standard 3 requires the interpretation of data to be used for
instructional planning while IDA Standard D requires the use of data to make recommendations
These standards are both very important for literacy specialists to be able to know and
utilize. This relates directly to the classroom because the information from the interpretation and
used in the future. Assessment and evaluation is a very important concept for teachers and
literacy coaches to embrace. This requires researching appropriate assessments given the child’s
needs, and administering them. After you administer an assessment, it is crucial to look back on
it and reflect how it went for planning instruction purposes. For example, if you give an
assessment as a classroom teaching, and over half of the students get one of the concepts wrong,
then it is probably within the best interest for the students if the teachers goes back and teaches
that concept. This can also determine what to teach in the future and different types of
assessment that can be used in order for students to show their abilities.
Summary of Artifacts
For this particular artifact, literacy candidates were required to administer several
different assessments to a student we would be working with for a few weeks. We needed to
determine their current reading levels, and what concepts and skills they would need to work on.
From that data, we needed to create an intervention for that student to increase their chosen skill.
One of the first assessments administered were word lists. The student was assessed on a variety
of grade level words to see if the level was independent, instructional or frustration. This
determined the appropriate word list that best fit the needs of the student. From the word list, a
grade level passage was administered. This allowed the instructor to see what information the
student is able to retain from the story by listing key details and retelling using words and
images. From there, a writing probe was administered given a prompt encouraging student
choice, and a spelling assessment. The final assessment was a student interest survey in order to
try to bring student interest in with the texts they would be reading. After gathering the evidence
and data, we were required to create an intervention for the student, specifically working on the
targeted instructional level that was determined from the assessments. Two instructional
interventions were used in this project—RAP Strategy and Word Attack Strategy. The RAP
Strategy focuses on comprehension of a passage in order to identify main idea and key details
pertaining to the story. The Word Attack Strategy focuses on strategies to identify an unknown
word and the meaning behind it using context clues and visual aids.
Evidence of Application
Assessment and Evaluation were used consistently in this project by incorporating the use
of multiple assessments. This was valuable because it required the ability for a literacy specialist
to practice multiple types of assessments and evaluate whether or not they were beneficial for the
collection of data. The student was administered using DIBELS DAZE to identify
comprehension and the selection of appropriate words. At first, the student would rush through
the passage and randomly choose a box, because he was focused on “beating the time.” After
removing the time as a factor, the student carefully read the passages and was able to more
accurately select the appropriate word. This made the evaluation of the assessment more valuable
because it was an accurate depiction of what the student understood and concepts/words he was
actually struggling with. A miscue analysis, primer passages, word lists, writing probes and an
and for planning instruction. By carefully analyzing what the student chose for the answers, it
guided the instruction he would receive. After interpreting the data, it was clear that the level for
the student was mainly instructional. This allowed for me to accurately plan instruction to help
the student’s level to work towards independent, meaning he can read and understand a text
individually. Interpreting his assessments showed that the student needed to work on decoding
skills. If it is a word in isolation, such as a word list, he is able to often times able to identify it if
it is a basic CVC word or sight word. However, if it is in a text and a higher level word, he either
guesses at the word or skips it. The student scored higher on texts he was familiar with. He was
able to make more connections and apply his critical thinking to answer questions. The student
still struggled with the content, even with the ability to look back. He relied mostly on the
pictures and during the retell, often made up parts of the story based on what the picture looked
like to him. I think that the passages can sometimes be an overwhelming language barrier for
him. The student scored around the same for retell vs. comprehension. The only time when there
were more details in the comprehension was when he was adding additional background
information that was not in the story. The student often times guesses or skips a word that he
does not know. He does not sound out unknown words, which is something we will continue to
work on together. Interpreting the assessment allowed me to provide both interventions, RAP
and Word Attack, as next steps in order to help the student succeed.