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A-3 Provide evidence you know how to analyze assessment data.

Assessment Analysis Submitted By: Darcy Stallone


EDRL 442: Teaching Literacy 1 Nevada State College Fall 2012 Instructor: Karen Powell

Lesson Title: Assessment Analysis A. Summary of the assignment

Submitted By: Darcy Stallone

This lesson is to show how to analyze and interpret a diagnostic assessment of students and to be able to place students into instructional groups.

B. Explanation of Assessments Assessments that are used for this analysis: Letter Naming Fluency (LNF) This assessment measures if a student can name letters presented to them. This is an assessment that is done on an individual basis. The students are given a sheet with lower and upper case letters and given 60 seconds to read a many letters as they can. For Kindergarten the goal for this is 20. For 1st grade the goal for this assessment is 37. For grades 2nd and above this is needed only if indicated. Initial Sound Fluency (ISF) - This assessment is used to determine if a student can recognize and produce initial sounds. This is an assessment that is done on an individual basis. Students are given a page with pictures on it and the teacher delivers by asking which picture beings with a specific letter sound. For grade K this has a goal of 19 and for 1st grade and above the goal is needed only if indicated. Phoneme Segmentation Fluency (PSF) This assessment is for phonemic awareness skills such as sounds in words (i.e. P-I-G). This assessment is done on a one-on-one basis. Students are given a sheet with words on it and have 60 seconds and are asked to read the words by breaking it down by sounds (i.e. boys b/oi/z). For 1st grade the goal is 35 and grades 2nd and up only needed if indicated. Nonsense Word Fluency (NWF) This assessment covers the alphabetical principal of putting letters with sound (i.e. Dr. Seuss books). This assessment is done on a one-on-one basis. The student is given a sheet with nonsense words and given 60 seconds to read as many as they can. For the 1st grade level the goal is 24. For grades 2nd and above it is only on an as needed basis.

EDRL 442 Teaching Literacy 1

Fall 2012

Lesson Title: Assessment Analysis C. Test Results

Submitted By: Darcy Stallone

Miss Keetow has a class that has a wide range of literacy levels. She has a total of 15 students and there are 8 girls and 7 boys. While most of her students are in the 50 75 % range, she does have a few outliers. She has two students that are below average. One specific student is well below average in all of the categories. In the higher scoring level (90%) of the categories there are more girls than boys but they are evenly distributed within the 50% and 75% grouping of combined assessments. Within the lower levels of 10% and 25% there are more boys in each testing category. The strengths in the class seem to be in the PSF group with 4 students in that group and the weakest is a single student that is in the 10% group for each category. The largest group of students is both the 75% with 17 students in total of all categories, and 17 students in the 50% for all of the assessment categories as well. Out of all of the assessments and all of the percentile groupings, the largest group is the group in 50% on the PSF assessment and there are only two other students below the 50% mark on that assessment. There is one main outlying student in the entire assessment grouping and 4 others that test in the lower levels of the assessments as well. D. Interpretation of Data The assessment that was used for this assignment was the Letter Naming Fluency (LNF) assessment. Each percentile had almost equal number of students in each one with the exception of the lowest percentile, but that had the most students in the group than any of the other assessments. The students should be grouped by the percentile of correct reading of letters and the number of correct ones they each received. The levels of groups that I would use would be: Well Above Average, Above Average, Average, Below Average, and Well Below Average. These groups would be based on the results of the assessment scoring. The student listing for each group would be as follows: Well Above Average (90%): Betty Cann, Harrison Fire, MiloMinute Above Average (75%): Barbie Dahl, Al Gee, Anna Mull, Rusty Nales Average (50%): Robin Banks, Candi Barr, Rick OShae Below Average(25%): Ann Chovie, Neil Down, Ella Mentry Well Below Average(10%): Scott Free, Paige Turner These students would be grouped together this way because of the level (or percentage level) of learning that the assessment has shown they are EDRL 442 Teaching Literacy 1 Fall 2012 3

Lesson Title: Assessment Analysis

Submitted By: Darcy Stallone

at. I feel they would benefit most by working with other students that are at the same pace or level of learning ability. This provides them the opportunities to work together and challenge each other at the same time. This also provides a level of peer comfort. They dont feel they have to rush or to slow down as I can help each group at the appropriate pace of learning and give the correct attention to the needed areas. E. Diagnostic Assessment With the assessment that was utilized it is clear that there are 2 well below level students. I feel that it would be important to know more about their comprehension and their overall word fluency. With the one student that is constant within the lower levels, outside of the assessments, it would be good to know if there are any underlying issues from the previous year and if needed, speak with parents to find out and with previous teacher if available. Also there would be a need to just try and figure out if the student is just not interested and giving wrong answers out of her own spite. There is another student that scored under the 10% but only in one area. He scored high in the PSF area and so I would need to find the disconnect as he scored on the below average side of the other assessments. There would need to also be a focus for him as to if he is getting letters backwards or anything to that affect. Of course for both of these students the results of all of the assessments would be needed. For the higher scoring students I would want to make sure that they are still going to be challenged in their overall literacy lessons. There might need to be some adjustments so that they will continue to make progress. I would want to also see how they are doing in other subjects to make sure that they really are putting the words and comprehension together. F. Reflection While I found the factual number side of this experience easy, I found the putting together of the groups and the justification of the groups to be a little harder. I had to look at it from a numbers perspective. If I looked at it as a human perspective I found it hard to not feel bad for the lower level students. I wanted to put them with the higher level students with hope of them getting motivated enough to go up the scale of learning. I had to step back and remember that the numbers are what I have to look at sometimes and take into consideration that the student may not benefit from being higher up. They may feel intimidated and completely give up. I learned that just because a student may be lower in one area of testing, they may be higher in others. I have to keep in mind that I am there to help these students improve and to make sure that they are motivated enough and challenged enough to keep going and not give up. In the end, I simply found the motivation to want to see the numbers improve as that meant the students would improve as well. My students would never be just a number or percentage; I just have to look at the scores to see where I can help them.

EDRL 442 Teaching Literacy 1

Fall 2012

Lesson Title: Assessment Analysis

Submitted By: Darcy Stallone

EDRL 442 Teaching Literacy 1

Fall 2012

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