Assessments for Reading Chart

Assessments for Reading Chart
General Screening Assessments
Definition: This kind of
assessment involves all kind of
possible general information
about the students that are
collected in the different levels of
school. The information
generally includes their
performance levels, their
academic results as well as their
health records.
Describe the purpose: The
purpose of the general screening
assessments is to diagnose with
the help of the I formation, who
is facing difficulties and who
needs proper guidance
Describe to whom is it
administered: The general
screening assessments are done
to all the students studying in
various schools.
Links to three website examples:
http://www.rtinetwork.org/essential/assessment/screening/screening-for-reading-
problems-in-grades-1-through-3
http://reading.uoregon.edu/cia/assessment/assess_types.php
https://www2.ed.gov/about/inits/ed/earlyliteracy/tools.html
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Describe when is it given: The
assessments are given to the
students when they begin their
school and during the start of
every level of their school.
Grade level: The assessment is
used for all the grade levels.
100-150 word explanation of how
this assessment is beneficial and
what challenges you might
encounter when implementing:
This general assessment
screening is beneficial because it
helps the authorities to know
about the students and whether
they are have any kind of
difficulty in reading or learning.
It helps o predict who need
intervention regarding their
academics and who do not. It
also helps to identify the children
who have specific gaps in their
skills (Jorgensen, et.al., 2014).
Implementation of the general
screening assessments might
involve several challenges such as
inadequate professional
development of the
administrators. Moreover there
can be insufficient staffs and
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funding problems. The
assessments might not prove
helpful with the limited sources.
Diagnostic Testing Assessments
Definition: Diagnostic Testing assessment
is a kind of evaluation which helps the
educators and the teachers to identify the
strengths and the weaknesses of the
students as well as the skills, before any
kind of instruction.
Describe the purpose: The purpose of this
assessment is to identify the gaps where
the student is unable to perform, and also
the difficulties that he face.
Describe to whom is it administered: This
assessment is administered to the students
of the schools.
Describe when is it given: This kind of
assessment is given at the very beginning
of the course, or the topic, so that the
teachers can gain knowledge about the
students.
Grade level: This type of assessment is
needed to measure the grade level of the
Links to three website examples:
https://www.youtube.com/watch?v=H-WEmsuvDsA
https://intensiveintervention.org/intensive-intervention/diagnostic-data/example-
diagnostic-tools
https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/
english/Pages/date.aspx
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students who are fluent in their skills.
100-150 word explanation of how this
assessment is beneficial and what
challenges you might encounter when
implementing:
The benefits of this kind of assessment is
that it helps the teachers to diagnose the
primary difficulties faced by the students
so that they can guide them through the
lesson plans and the curriculum. Through
this assessment the students also benefit
since they obtain familiarity with the
questions that they would be asked at the
end of the unit (Clegg, Rogers & Young,
2014). There also several challenges for
the implementation of the diagnostic
assessment which include the presence of a
large class size. There could also be lack of
commitment and focus on the behalf of the
teachers. Moreover there could be lack of
motivation from the teachers’ end during
the implementation of the Diagnostic
assessments. However the greatest
challenge is that there could be non
inclusion of this form of assessment in the
school curriculum.
Progress Monitoring Assessments
Definition: This is a kind of assessment
which is given by the educators and the
professors to the students in order to
Links to three website examples:
https://dpi.wi.gov/sites/default/files/imce/service-learning/pdf/
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monitor their performance and their
improvement in the academics.
Describe the purpose: The purpose of this
assessment is to monitor the performance
and the improvement of the students in
academic, as well as their responses to the
class instructions.
Describe to whom is it administered: This
kind of assessment is directed towards an
individual student, or often an entire class.
Describe when is it given: Since the
progress monitoring assessment is directed
towards the performances of the students,
they are given weekly, or monthly in order
to check the progress of the students.
Grade level: The assessment is apt for
each grade level of the students and also
helps the teachers to act upon the
necessary grade levels.
100-150 word explanation of how this
assessment is beneficial and what
challenges you might encounter when
implementing:
The implementation of the Progress
Monitoring assessment can help the
progressmonitoring.pdf
https://www.cde.state.co.us/cdesped/transitionassessment-
usingassessmentforprogressmonitoring
http://www.ascd.org/publications/educational-leadership/feb05/vol62/num05/
How-Student-Progress-Monitoring-Improves-Instruction.aspx
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teachers to know about the individual
progress of the students in the class along
with their performance standards. This in
turn benefits the students to learn better
in the classroom since they get proper
information and instruction from their
teacher show to improve in their
respective grades (Reddy & Dudek, 2014).
Moreover, this assessment encourages the
teachers to provide better instructions and
take appropriate decisions regarding their
students. There can also be challenges
which might include that the lack of the
teacher in monitoring the students.
Moreover there can be a tough situation
with a large amount of students and it
might not possible for the teacher s to take
care of every student individually.
Outcome Assessments
Definition: The outcome
assessment is a kind of
assessment which takes care of
the information from the college
students, whether the services
provided by the institutions have
their desired impact upon the
students.
Links to three website examples:
https://oira.unc.edu/files/2018/10/Examples-of-Assessment-Plans.pdf
https://web.uri.edu/assessment/examples-of-learning-outcomes-statements/
http://iacbe.org/wp-content/uploads/2017/08/Outcomes-Assessment-Results-Example.pdf
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Describe the purpose: The
purpose of this assessment is the
improvement of the instructional
programs provided by the college
or the educational institutions.
Describe to whom is it
administered:
This assessment is administered
to all the students who are
involved in a course or program.
Describe when is it given:
This kind of assessment is given
to the students at the end of the
school year so that the
assessment can be carried on
perfectly.
Grade level: This is implied to all
the students of different grade
levels and also to all the students
of colleges and institutions.
100-150 word explanation of how
this assessment is beneficial and
what challenges you might
encounter when implementing:
The outcome assessments do not
only have benefits for the
students but also the teachers.
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The educators are benefitted
because they get enriched with
all the support requirements. It
also helps them to evaluate the
curriculum programs and also
helps the students to get
prepared for the different career
roles. This also helps and benefits
the students to improve their
performance and also the college
institutions to improve their
services (Gross, et.al., 2015). The
challenges can be to get the
proper data and also aligning the
same to the goals.
Moreover, there can be lack of
collaboration on the behalf of the
instructors or the administrators.
Resources
Clegg, A., Rogers, L., & Young, J. (2014). Diagnostic test accuracy of simple instruments for identifying frailty in community-
dwelling older people: a systematic review. Age and ageing, 44(1), 148-152.
Gross, D., Pietri, E. S., Anderson, G., Moyano-Camihort, K., & Graham, M. J. (2015). Increased preclass preparation underlies
student outcome improvement in the flipped classroom. CBE—Life Sciences Education, 14(4), ar36.
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Jørgensen, T., Jacobsen, R. K., Toft, U., Aadahl, M., Glümer, C., & Pisinger, C. (2014). Effect of screening and lifestyle counselling
on incidence of ischaemic heart disease in general population: Inter99 randomised trial. Bmj, 348, g3617.
Reddy, L. A., & Dudek, C. M. (2014). Teacher progress monitoring of instructional and behavioral management practices: An
evidence-based approach to improving classroom practices. International Journal of School & Educational Psychology, 2(2),
71-84.
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