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Assessment choices for students
Strengths and weaknesses of assessment methods for learning
Strengths and weaknesses of assessment methods for learning
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Unable to find a student to assess, I used one of the sample, Nathan’s. Nathan is entering 6th grade. He is behind in his spelling development. This could be a result of starting word study at a later age and not always consistently. Nathan has setbacks in word knowledge development and struggling with encoding and decoding skills. According to Invernizzi and Hayes(2004), “General [word] knowledge is what is needed when students stumble upon words they have never seen before, or when they try to write words they don’t know how to spell, or when they re not sure of the meaning of a specific word” (222). Nathan was given the Ganske Screening Inventory. The assessment consist of 20 words; 4 groups of 5 words. The words are based on the different stages of …show more content…
Nathan was able to spelled 11 words correctly of 20 words. Based on Nathan’s spelling, he is in the late Within Word stage and the early Syllable and Affixes stage. According to Invernizzi, Abouzeid, and Gill (1994), Within Word pattern “includes more than letters and sounds. Simple phonetic elements such as consonants, blends, and short vowel phonograms are correctly represented”(157). Nathan is able to spell single syllable words, often they are short vowel words. Examples of this are the first group of words. Nathan spelled correctly all of the words in the first group. In the second group, Nathan only spelled one word incorrectly, clutch. Nathan has able to do the -cl blend. Like Russel, Nathan had trouble with the complex consonant, -tch (CLUCH/clutch). A complex consonant is when more than one consonant is combined to form a single sound. This confusion showed “confusion over consonant patterns associated with long and short vowel sounds (Invernizzi, Abouzeid, Gill, p. 162-3). In the third group, Nathan got three words incorrectly, palace, exciting & treason. With both palace and treason, Nathan had vowel phonological errors; vowel omission and vowel substitution
First, Catalina was asked to read a list of nonsense words aloud as quickly as possible during two 15 second trials (Decoding Fluency). She performed within the below average range. She also performed within the below average range when she was asked to read a list of words aloud as quickly as possible during two 15 second trials (Word Recognition Fluency). Catalina appears to demonstrate below average word reading and decoding skills.
the spelling of certain words can seem illogical and may have no other similar spelling in
Lila is a second grade student who participated in a Primary Spelling Inventory and the reflection of her results are as follows. After her spelling inventory was finalized I noted that the student spelled ten of the twenty-six words correctly giving her a power score of 10/26. Most of the words that she mastered was in the Late emergent and early of Letter Name Alphabetic stage. I also noted that Lila accomplished 36 features out of 56 total features during her spelling inventory. Based on the results of the Primary Spelling Inventory the orthographic features that Lila recognizes are the consonants, short vowel, blends, and is familiar with diagraphs. Although she mastered blends which falls in the late Letter Name-Alphabetic stage she failed to master diagraphs which is the middle stage.
Both groups placed in the early stage level of the groups. These students demonstrated difficulty with long vowel patters and ed ending words. I decided to administer the elementary
For starters, I would like to have more information on the student prior to assessing. I would like to know about the student classroom experience with reading. As a future Special Education Teacher, I have a passion for helping students who face more challenges. This student did not demonstrate that he faced reading challenges. In hindsight, I would like to have worked with a student with reading challenges in order to start developing a plan to close the achievement gap. Although, all students have room to grow, so I am glad to have worked with
...udents, more research is needed to determine if specific factor were noted in all participants that would support the increase in reading fluency.
The child exhibits an error called final consonant deletion. Instead of fully enunciating the whole word to the end, she drops the last consonant. This is seen in utterance 1 and 72.
It is more basic and more widespread than traditional phonics programs. A primary cause of decoding and spelling problems is with the challenge of judging sounds within words. This is called phonemic awareness. Weak phonemic awareness causes individuals to add, omit, substitute and reverse sounds and letters within words. Many children and adults experience the symptoms of weak phonemic awareness. This causes weakness
In the partial alphabetic phase individuals pay attention to different letters in a word in order to attempt its pronunciation, usually the first and final letters of a word are focused on, Ehri referred to this as ‘phonetic cue reading’. This is a skill which along with others which shows phonological awareness.
When it comes to assessment, it is imperative that these are quick, oral, and effective. There are two forms of this assessment: formative and summative. The goal of formative assessment is to monitor each student’s progress and making sure they understand the concept. When testing summative, this occurs at the end, meaning evaluating and comparing a child’s progression from a particular benchmark. With these types of evaluations, we, as educators, have the ability to see where each student is at based on their phonological and phonemic awareness. According to the Michigan Literacy Progress Profile website, an effective balanced literacy program incudes, children clapping syllables, read rhyming text aloud, practice shared writing, and much more. Another way to assess this skill is with DIBELS (The Dynamic Indicators of Basic Early Literacy Skills). DIBELS are designed to be short (about a minute) fluency measures used to monitor the development of early literacy and early reading skills. More specifically, DIBELS First Sound Fluency is a standardized, individually administered assessment that provides a measure of phonemic awareness skills for students. FSF measures how well a student can hear and produce the initial sounds in words. Each test includes about 30 words which are read aloud by the instructor. The instructor then scores each response with 2, 1, or 0 points. A correct pronunciation of the initial sound receives 2 points, initial sounds or blends receive 1 point, and an incorrect sound gets no points. The instructor continues to present words for up to one
Words their way: Word Study for Phonics, Vocabulary, and Spelling instruction defines spelling inventories as “a list of words specially chosen to represent a variety of spelling features at increasing levels of difficulty” (WTW, 2012). Spelling inventories are designed to help assess a student’s stage and what they know about words (WTW, 2012). There are many different types of spelling inventories. Some of these inventories are The Primary Spelling Inventory, The Elementary Spelling Inventory, and The Upper Level Spelling Inventory. The Primary Spelling Inventory (PSI) consists of a list of 26 words that begin with simple words, and ends with inflectional ending words (WTW, 2012). For example, the Primary Spelling Inventory in Words their
Garrett (1975) represented four characteristics of slips of the tongue. The first one is that the exchange exists between linguistic units of the same positions. For example, initial linguistic segments are replaced by another initial linguistic segment. The same generalization is applied to the middle and final linguistic segments. Additionally, slips appear in similar phonetic units. This means that that the consonants are replaced by consonants and vowels are replaced by vowels. Furthermore, the slips occur in similar stress patterns, which signifies that stressed syllables are replaced by stressed syllables and unstressed syllables are replaced by unstressed syllables. Finally, slips of the tongue follow the phonological rules of a language (cited in Carroll, 2007, p. 195).
These three groups were then asked to complete three different tasks. The first was to repeat and segment 20 different words (5 consonant-vowel-consonant, 5 CCVC, 5 CVCC, and 5 CCVCC) and two overall scores were administered to the participants. Both scores were out of a maximum of 20 points; the first score was based on giving 1 point for each correctly analyzed word, and the second score was based on giving 1 point for correctly analyzing medial vowels.
Child A struggled the most with writing, including spelling and pronunciation of words as well as counting and recall of number facts in maths. Provisions that the class teacher and school put in place included intervention groups outside of the classroom, where the child would go with an adult to a separate room to complete the class task or to use online support programmes suc...
A student at Instructional Level will require the teacher’s assistance. A student’s Word Recognition at this level is 92%-96% and Comprehension is 70%-85%. For a student to make continuous progress direct and systematic work is needed.