EDSP385 Literacy Assessment Report: Intervention for Literacy, UNE

This literacy assessment report provides a comprehensive overview of a student's literacy skills, focusing on various components of reading such as phonemic awareness, vocabulary, fluency, comprehension, phonics, spelling, and writing. The assessment process involves using tools like Phonological Awareness Literacy Screening (PALS) and rime matching tests to evaluate the student's understanding and skills in these areas. The report identifies areas where the student faces challenges, such as pronunciation and working with multiples, and suggests interventions, including regular reading practices, phoneme skill exercises, and numerical games. The evaluation process considers supportive aspects like feedback and strategic assessment design, as well as hindering factors like the complexity of multiple tests. Ultimately, the report emphasizes the importance of addressing identified areas through formative and summative assessments and recommends specific teaching strategies to improve the student's literacy skills, such as focusing on pronunciation, expanding vocabulary, and enhancing comprehension abilities. Desklib provides access to this and other solved assignments to support student learning.

LITERACY ASSESSMENT
REPORT

Table of Contents
INTRODUCTION...........................................................................................................................3
MAIN BODY...................................................................................................................................3
Process of assessment..................................................................................................................3
Assessment information...............................................................................................................4
Context of literacy........................................................................................................................5
Evaluation of assessment process................................................................................................6
Implications for literacy teaching................................................................................................7
CONCLUSION................................................................................................................................8
REFERENCES................................................................................................................................1

INTRODUCTION
Literacy assessment report refers to such a report in which the literacy aspects of a
student are summed up in order to present the picture of its learning. Such assessments pave the
way for taking counter actions to eradicate the issues of the students and also help it to do better
(Nurtanto, Fawaid and Sofyan, 2020) The report would be articulating different aspects such as
process of assessment, assessment information, what are some other relevant things for hiking
the outcomes, evaluation of assessment process and at the end of the report implications for
literacy teaching will also be presented.
MAIN BODY
Process of assessment
The assessment of a student about its literacy has been carried out. It is prominent for a
teacher to assess that how a student learn different things. The main purpose of the assessment
was to evaluate various components of reading such as phonemic awareness, vocabulary,
fluency, comprehension, phonics and some spelling and writing skills as well by using
different tools (Fountas and Pinnell, 2018)
For the assessment of phonemic awareness of the kid Phonological awareness literacy
screening tools has been used which revealed the skill and performance of the child with respect
to its understanding of phonemic awareness, here Phoneme segmentation test was conducted to
assess the skills of student.
To ascertain the vocabulary skills and understanding of the child some tools were used
such as a test was conducted. It was rime matching test where student was given task to figure
out relationship between different sounds so can perceive the similarity.
For examining the fluency of the child some tools were used such as oral communication
and ability of enunciating the words have been examined. The comprehension ability of the
child was examined by giving him writing tests, where child was given task to write down
sentences using a specific word, and the size of the sentence was also decided so as per the age
and level of understanding the child can perform its best.
For checking the progress in phonics and some spelling related knowledge of the
candidate it was given spelling test where a range of words was extended and child was
supposed to write down the meanings. These all tools have been used as per suitability of their
prominence and by implementation the results were gathered about the performance of the child.

The selection of the tools has been a great matter of contemplation where all the areas
and level of child were taken into consideration so can meet the requirements, objectives of the
test. The scoring was also pre decided where ranges had been decided so as per the rating points
of the student such scores can be allotted. All the scores were divided in different range so the
task of reaching to conclusion become easier.
While carrying out interpretation of the results a well structured process has been
practised where all the aspects of the test and as per the used tools, the interpretation was
fabricated. As in the spelling test on the basis of written sentence the scores were given against
the sentence. Before the tests the goals were decided so can meet the requirements (Sunarti,
2020)
In the test initially the flexible strategy was structured so with the progress of the
assessment can get the directions and it also helped to set benchmarks. While conducting the
assessment the results were getting compared with the decided benchmarks. At the end of the
process of assessment a final report has been generated to guide and direct the teaching of the
child.
Assessment information
By carrying out the assessment different aspects of the literacy of the student have been
found. In the assessment various things of the student were found. The focus of the assessment
was to figure out problems student is facing while learning the things so on the basis of the
assessment the results were as-
If talk about it read form comprehension ability then it was found that the student made
around 85.7% errors while pronouncing, some time made few additions and omissions too.
Numeracy assessment also shown some errors, student performed well but found it problematic
to recognize the sequences in multiple of 6 which has been a tough nut for it.
The student is having different problems while learning the components of reading but the most
important area was his pronunciation where it performed poor.
I came across of many components of reading adaptive of the student, for the purpose
different skills were taken into consideration. Making connections among the information,
navigating text structures where student also faced perils while learning. These have been key
reasons behind its low performance and lying in the band of 85-89.

The scale score have been better in numeracy assessment of the student where it
performed well but found difficulty in the multiples of six which is the area need to work on. All
the areas were examined as phonemic awareness of the student, decoding or phonics,
vocabulary, Comprehension, fluency, spelling, writing skills of the student.
In the assessment it is also revealed that the student was able to understand the concepts
of synonyms, homophones, antonyms. I also found that student is having good understanding of
identifying relationship between two words. Grammatical knowledge of the student is going
well, words containing 10 or more words were student has shown great progress in formulation
of sentence. The key part of reading of tenses where the student progressed well its ability to
perceive past tense verbs and presenting progressive are improved, it would help to expand the
command on vocabulary.
Context of literacy
For making more improvement in learning and hiking learning outcomes there are
some other aspects too by making some more efforts there the student can go for expansion of
vocabulary which would help to understand the reading comprehensions. As it has been
evaluated in the assesses that student was facing some issues while reading comprehensions. The
ability of making connections between words and then deciphering were also good yet
expansion of vocabulary will make it thrive.
The writing ability is getting improved yet some practices can be carried out, as it has
been seen that student is able for form the sentences having 10 or more than 10 sentences in a
sentence. With this regard some practices can be carried out which are relevant to the literacy
learning. Practices like regular reading of books, small stories would help him, writing letter and
essay will help him but it must be as per ease and level of knowledge of the student so can
comfortably finish the task.
As ATRiUM capabilities model suggests that there are some capabilities which underlie
the learning, such as active learning, thinking, relating to others, using ICT and managing self.
So for improvement of learning it would be better to practice it. Phonemes skills of the student
can be hiked by practising some things like giving task to narrate or spell the words said by
others so would be improving ability to recognize different sounds and spelling them correctly.

For this sake, rhyming and alliterations, manipulations, segmentations, splitting and blending
such tools can be opted.
The student has shown some problems while working with the multiples of six in its
numeracy practices so for surging the skills with respect to numeracy. Here some practices can
be done with the student such as telling stories consist numerical values and importance, to play
counting games in the class, singing and reiteration of numbers, for learning multiples may play
such games these techniques would definitely make the student thrive in its numerical
understanding.
For the student it is also inevitably essential to put some extra efforts from its own side in
order to perform better where the help or assistance of teacher and parents is must need.
Evaluation of assessment process
The evaluation process of the student had been well balanced there have been some
aspects which hindered the evaluation process on the other hand some elements supported and
made the path of evaluation easier to examine and reaching to some conclusion.
If talk about some supportive things so the feedbacks from different parties made the
task easier. For such students who are now developing their literacy learning to keep close eyes
to them is inevitable. The formed strategy of the assessment supported since all the areas such as
pronunciation, reading comprehension, vocabulary etc. were differently marked and for checking
these aspects proper strategies were featured. The rating scale made the task easier where after
conducting tests and some practices the results were given ratings so can actually know the status
of student and as per suitability can go for further improvement.
In the class the test of the student was carried out in which it was given a task to form
sentences based on the given term, through that test the assessment became easier and score
allocation also became handy. Some set of tests such as spelling test, Pseudo word test,
analogical transfer test, onset matching test, time matching test, phoneme segmentation test,
phoneme blending test, alphabet test, high frequency word test etc.
Some aspects which hindered the assessment such as using so many tests was a big
complicated since for a student it is a hectic process going through these different tests it also
topples their ability to manage their performance.

As the word Dyslexia which stands for learning problems of student so while conducting
the assessment programme it was found that the student faced issues while learning things like in
numeracy the multiples of 6 had been difficult for the student (Levi and Inbar-Lourie, 2020)
It would be fair to say that the assessment has been reliable and it also depicts valid
picture of the learning of the student but there are some aspects which must be taken into
consideration such as the assessment has been carried out on the basis of the tests which were
pre-decided and on the basis of limited tests it is not fair to reflect the picture of entire learning
performance of the student.
Implications for literacy teaching
As in the assessment all the areas where student was performing good and bad were
traced so now it is essential to deal with the all needful areas.
The student has shown problem in couple of things while learning where his performance
is also not much good so for the teachers it is strongly recommended that take charge of the all
suggested areas and make sure better progress by the student with formative and summative
assessments.
The writing ability of the student is going good yet it is better to give a bit tougher tasks
where student can learn to frame sentences using more than 10 words which would help it to
hike understanding, comprehension related skills too.
Student found difficulty while pronunciation of the words, sometimes used some
additions and omissions so it is directed for teaching that pay attention on its pronunciation and
can go for oral tests. The student may be given tasks like tongue twisters in the class so with fun
can fulfil the needs of literacy learning.
The student has learnt past tense and present progressive tense but it is not sufficient
since while drafting sentences and reading it would be coming across of other tenses too so here
the teaching is directed to hike the knowledge of the learner of different other tenses. It would
be helping the student to not only improving its ability to structure sentences but comprehension
related issues what it was facing can be eradicated.
Fluency factor of the student can only be developed by giving it chance to speak out and
firstly listen to others so in teaching reiteration model can be used in the class so student listen
and repeat after.

CONCLUSION
From the report above it can be concluded that literacy assessment is a prominent form of
assessment where the progress of literacy is articulated. In the essay process which has been used
for assessment, all relevant information gathered, other requirements pertain to learning. The
essay also evaluated the carried out assessment and at the end all implications were discussed.

REFERENCES
Books and journals-
Nurtanto, M., Fawaid, M. and Sofyan, H., 2020, July. Problem based learning (PBL) in Industry
4.0: Improving learning quality through character-based literacy learning and life career
skill (LL-LCS). In Journal of Physics: Conference Series (Vol. 1573, No. 1, p. 012006).
IOP Publishing.
Fountas, I. C. and Pinnell, G. S., 2018. Every child, every classroom, every day: From vision to
action in literacy learning. The Reading Teacher. 72(1). pp.7-19.
Sunarti, T., 2020, March. Multidisciplinary, Interdisciplinary, and Transdisciplinary Approaches
in Literacy Learning Model. In Journal of Physics: Conference Series (Vol. 1491, No.
1, p. 012054). IOP Publishing.
Levi, T. and Inbar-Lourie, O., 2020. Assessment literacy or language assessment literacy:
Learning from the teachers. Language Assessment Quarterly. 17(2). pp.168-182.
Cappello, M., 2019. Framing equitable classroom practices: potentials of critical multimodal
literacy research. Literacy Research: Theory, Method, and Practice. 68(1). pp.205-225.
Mariani, S., 2020, June. Increased mathematical literacy and HOTs through realistic learning
assisted by e-schoology. In Journal of Physics: Conference Series (Vol. 1567, No. 3, p.
032016). IOP Publishing.
Alfia, N., Sumardi, S. and Kristina, D., 2020. Survival skills in digital era: an integration of
digital literacy into EFL classroom. Indonesian Journal of EFL and Linguistics. 5(2).
p.435.
Mirra, N., 2018. Educating for empathy: Literacy learning and civic engagement. Teachers
College Press.

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