Bethany Vance
Western Governors University
ELT Task 10
May 18, 2013
Assessment Summary Chart
Directions: Mark each box that appropriately indicates what the
assessment can be used for with an X. Mark I for individual, G for
group, or I/G for both (if appropriate) in the column titled
Individual or Group Assessment.
Assessment Tools
Progress
Diagnostic
Outcome
Individual or Group Assessment
Additional Explanation of Use
IRI
X
X
I
IRIs are used to judge individual reading ability and can help
teachers in multiple areas of assessment. An IRI can be used to
test progress when they are used several times throughout the year.
After completing an IRI, the teacher can use this report to
diagnose what the student needs to work on and focus on those
things during individual practice time
IRIs should be performed with students individually because each
student will have different results. The teacher cannot carefully
listen to multiple students for specific errors at the same
time.
Retelling
X
X
I
Retelling helps the teacher to measure what a student was able
to understand from reading a book. When a student retells what was
read in a book, the student puts the information in their own
words. This gives the teacher an idea of how a student organizes
information as well as how much s/he understood from the reading.
Doing multiple retelling assessments over the year will show how a
student progresses.
Retelling should be done individually because if done in a
group, the students will interrupt each other and the teacher would
never know what each individual student understood from the
book.
Running Record
X
X
I
Keeping a running record helps both students and teachers to see
what progress has been made. It is an excellent tool to use for the
teacher to see what types of reading strategies a student is using.
Having students read orally gives the teacher a better look at how
the student reads. After the passage has been read, the teacher
will ask questions to find out how well the student comprehended
the text. Once the teacher has completed this assessment, they can
decide whether the student is reading books at the right level.
A running record should be done with individual students as each
student will have a different outcome.
Observations
X
X
I/G
The teacher can use observations to figure out what a student
might be struggling with. They are mainly used to find out what
specifically the student is having problems with. This information
can be recorded and referred to in the future to measure the
progress the student has made throughout the year.
Either groups or individuals can be observed. Groups can be
observed to see how well they are working together while
individuals should be observed for personal performance.
Fluency Assessment
X
X
I
Assessing fluency should be done individually with students to
see how well they can read. Having students read aloud helps the
teacher to see what sort of sounds or words they are having trouble
with. After diagnosing and working on problem areas, the students
can show that they have made progress and met the goals for the
year.
Fluency assessments must be done with individual students as
each student will have difficulties with different words. Once the
teacher has assessed each student, students with similar errors can
be grouped together to work on those specific areas.
Phonics Test
X
X
X
I/G
Testing for phonics can be used to report progress, diagnose,
and show that students have successfully met the goals. Using a
list of sounds that students need to know by the end of the year,
the teacher can keep track of the students progress, provide
appropriate coaching when they have diagnosed a problem, and
measure if the students have completed the requirements for that
grade.
Phonics tests can be given to a group of students or individual
students. If the test is an oral test, the students should be
assessed individually. A written test, however, can be given to the
entire class at the same time.
Reading Logs
X
I/G
The entire class can keep reading logs to see how they progress
throughout the year. When a student keeps track of the books they
read, they should write the number of pages as well as a short
summary so they can remember what the book was about. That way,
when they go back and look at all of the books they read, they can
compare them to what they are reading now.
This can be used with the whole class or with individuals. For
the books that are read aloud to the class, the teacher can keep a
reading log and encourage students with the progress they have made
as a class. In addition, the students should keep personal reading
logs as well.
Phonemic Awareness Assessment
X
I/G
Phonemic awareness assessments will help teachers to find out
what specifically is causing students to make mistakes when
reading. Doing simple awareness activities, like comparing and
relating a variety of words will show the teacher what sorts of
things the students understand and the things they are
misunderstanding.
Phonemic awareness can be to coach each student in a personal
way when reading. These assessments can also be used to test group
phonemic awareness as well.
Rubric
X
I/G
Rubrics are usually used to grade writing assignments or larger
projects. They will help students to clearly see what area they
need to work on. A rubric should show the students that either they
completed the task appropriately or diagnose specific areas that
need more work.
Rubrics can be used to assess group or individual assignments.
Group project rubrics may show that a specific student did not
properly complete their part of the project.
Portfolio
X
I
With a portfolio, students can see all the work they have done
and progress they have made in one place. All types of projects and
assignments should be kept in a portfolio. Art assignments, math
quizzes, writing assignments, and more can make up a students
portfolio.
Each student should keep their own portfolio and they should be
individually graded as well. A portfolio should be a compilation of
each students best works from the entire year.
