Assignment #2: Assessment Analysis

Submitted By: Brian Trenholm

EDRL 442: Teaching Literacy 1 Nevada State College - fall 2013 Instructor: Karen Powel

Assessment Analysis

Submitted By: Brian Trenholm

Summary of the Assignment

This assignment is an introduction to the assessment processes for childrens letter naming fluency, letter sound fluency, phoneme segmentation fluency, and non-sense word fluency. Also, the assignment gives you the opportunity to use the data that is gathered from the assessments when grouping the students. A. Explanation of Assessments 1. Letter Naming Fluency What Does assessment Measure? - This assessment measures the students ability to recognize random uppercase and lower case letters. It measures random errors, consistency errors of specific letters, and if the student tracks the letters correctly. What are the grade norms for this assessment? - The norms for this assessment are 40 words recognized correctly in one minute. How is assessment measured? - The student is supposed to point to each letter in the rows and speak the letters name out loud. The person administering the assessment measures how many letters the student gets right in one minute. 2. Letter sound Fluency? What Does assessment Measure? - This assessment measures the students ability to say the first sound of a word. What are the grade norms for this assessment? - The norms for this assessment are 25 correctly sounded first word letters in one minute. How is assessment measured? - This assessment is measured by an assessor, who first prompts the child with a word. The student is then supposed to say the first sound of that word. Points are then awarded for each sound the student gets right in one minute. 3. Phoneme Segmentation

EDRL 442 - Fall 2013

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Assessment Analysis

Submitted By: Brian Trenholm

What Does assessment Measure? - This assessment measures the students ability to say each sound in a word. What are the grade norms for this assessment? - The norms for this assessment are 35 correctly sounded word segments in one minute. How is assessment measured? - This assessment is measured by the assessor, who prompts the child with a word. The student, is then supposed to try and say each sound in the word. For each sound the student says correctly, the student receives one point. 4. Non-Sense Word Fluency What Does assessment Measure? - This assessment measures the students ability to sound out the sounds in a non-sense word. What are the grade norms for this assessment? - The norms for this assessment are 27 correctly sounded parts in non-sense words in one minute. How is assessment measured? - This assessment is measured by the assessor, who first gives the student a piece of paper that has rows with non-sense words in it. The student is then required to say the sounds of the words in each row. The student is awarded points for each sound they say correctly. B. Factual Information: Test Results

Letter naming Fluency 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Paige Turner-73 Anna Mull-69 Candi Barr-69 Carrie Oakley-65 Robin Banks Ann Chovie-59 Rick OShea-55 Justin Tyme-50 Tate Urchips-50 Barbie Dahl-46 Ella Mentry-43 Rhoda Book-40 Jack Potts-40
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EDRL 442 - Fall 2013

Assessment Analysis
14. 15. 16. 17. 18. 19. 20. Pete Moss-39 Luke Warm-39 Harrison Fire-38 Matt Tress-34 Scott Free -31 Chandra Lee-31 Jay Walker-31

Submitted By: Brian Trenholm

Letter Sound fluency 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. Anna Mull-67 Justin Tyme-58 Ella Mentry-56 Paige Turner-54 Candi Barr-49 Carrie Oakey-49 Rhoda Book-47 Ann Chovie-46 Tate Urchips-45 Jack Potts-44 Robin Banks-43 Rick OShea-41 Pete Moss-38 Luke Warm-37 Harrison Fire-37 Barbie Dahl-32 Chandra Lear-24 Matt Tress-24 Jay Walker-23 Scott Free-21

Phoneme Segmentation 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. Scott Free-72 Ella Mentry-70 Carrie Oakley-70 Justin Yyme-69 Jack Potts-66 Pete Moss-63 Jay Walker-63 Paige Turner-63 Harrison Fire-62 Rick Oshea-59 Anna Mull-59 Rhoda Book-58 Barbie Dahl-58 Robin Banks-50 Luke Warm-44
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EDRL 442 - Fall 2013

Assessment Analysis
16. 17. 18. 19. 20. Ann Chovie-44 Matt Tress-37 Candi Barr-33 Chandra Lear-19 Tate Urchips-10

Submitted By: Brian Trenholm

Non-Sense word Fluency 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. Candi Barr-85 Paige Turner-73 Rick OShea-67 Carrie Oakey-63 Anna Mull-61 Ella Mentry-58 Justin Tyme-58 Jack Potts-51 Harrison Fire-49 Robin Banks- 46 Anne Chovie-45 Luke Warm-45 Tate Urchips-41 Rhoda Book-40 Pete Moss-39 Matt tress-37 Jay Walker-33 Barbie Dahl-22

C. Interpretation of Data I grouped the students in groups of five. The groups were put together based on their ranking in their phoneme segmentation fluency assessment. I grouped students together who scored closely to each other. If a student tied with another student in their phoneme segmentation ranking, I choose to put the student in the higher group, based off of their ranking from their non-sense word fluency score. If they tied in their non-sense word fluency score, I ranked them off of their letter sound fluency score. Lastly, if they tied in letter sound fluency, I ranked them based off of their letter naming fluency score. I ranked and grouped them this way because I believe students will work better with children that our close to their same skill level. I think it will keep them on task and more likely to build skills off of each other.

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Assessment Analysis
Blue group1. 2. 3. 4. 5. Scott Free-72 Ella Mentry-70 Carrie Oakley-70 Justin Yyme-69 Jack Potts-66 Red Group

Submitted By: Brian Trenholm

6. Pete Moss-63 7. Jay Walker-63 8. Paige Turner-63 9. Harrison Fire-62 10. Rick Oshea-59- Rick is ahead of Anna Mull because of his higher non-sense word score. Green Group 11. Anna Mull-59 12. Rhoda Book-58 13. Barbie Dahl-58 14. Robin Banks-50 15. Ann Chovie-44-Ann is ahead of Luke Warm because even though she tied in her nonsense word score, she achieved a higher score in her Letter sound Fluency score. Purple Group 16. Luke Warm-44 17. Matt Tress-37 18. Candy Barr-33 19. Chandra Lear-19 20. Tate Urchips-10 D. Additional Information In order to work effectively with Mrs. Keetows class, I would like to know more about of the behavioral characteristics that the children have. This information would be helpful because I would not want to group certain students together that do not work well with each other. This could affect the group learning experience, as tensions between some students might get in the way of the learning experience. Also, students that are at different rankings might not work well together. I would not want the scores of an assessment to interfere with what I might know is best for the children.

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Assessment Analysis
E. Reflection

Submitted By: Brian Trenholm

Before this assignment, I never gave much thought to grouping the children based off of data that was gathered from assessments. It makes sense that this could be helpful in some cases. For example, if a teacher wanted to start a small group book workshop. It would be more efficient for the teacher to distribute her/his help to the group, if the groups were closer related with each other. Also, as I have been learning in some of my other classes, it is important to design behavioral plans off of collected data. From that fact, I infer the same should be done when making decisions for grouping students. Overall, I enjoyed this introduction to the assessment process.

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