From: "Amanda/Angela/Martin Miller"
To: <4-blocks@lists.teachers.net>
Subject: Re: Assessment
Date: Thu, 22 Jun 2000 07:59:02 -0700

Here is the document on assessment we are using at our corporation. I hope this helps.
Angie

Assessment is an integral part of the Four Blocks Program. The classroom teacher is doing constant informal and developmental assessment everyday. The use of anecdotal notes and checklists exists in all four blocks. The tools explained in this booklet allow the teacher to get more in-depth information on her students. The use of Running Records, Word Strategy Checklists and Writing Rubrics are explained. A schedule for their use is outlined as well.

Combining the anecdotal notes, daily checklists and the more formal methods outlined will allow the teacher to make informed judgments on the students' progress in all areas of Language Arts.

The important thing to remember is that we are seeking growth in all students. Not everyone is always going to be on the same levels at the same time. Keep samples throughout the year so that you can make a judgment on each child's progress.

READING PROFILES

SELF SELECTED READING


GUIDED READING


WRITING


WORDS


WRITING SAMPLES

When looking at a student's writing sample to determine his level of word knowledge, look at his spelling of high-frequency words and his attempts at spelling unfamiliar words. Use the same guide for his attempts as outlined in the word strategy checklists guide. It is sometimes easier to obtain a growth record by using the same focused topic for each writing. There should be no assistance offered. The first draft copy is to be assessed.

K- What I Do With My Family
1- My Favorite Things To Do
2- What I Like To Do At School
3- An Animal I Would Like To Have For A Pet
4- A Fun Day I Have Had
5- If I Could Travel Into the Future
6- If I Could Nominate Someone For An Award


This same piece can be used to check for growth on the developmental writing scale and the ISTEP rubrics. (Blackburn-Cramp Rubric is to be use for K and first semester of first grade, ISTEP rubric is used for all others: available at http://ideanet.doe.state.in.us/assessment/pdf) Remember you are looking for individual growth in each student not comparisons to other children. Keep examples for review with the parents and so you can make informed decisions on the children's progress. Record the score for each piece on Writing Assessment Record and retain a copy of the May writing for the running records folder that will passed onto the next grade. All of the previous grade pieces should remain in the folder throughout the child's school career.

WORD STRATEGY CHECKLISTS

Dictate the following words for your students to spell.
This test was developed by Gentry.
 
Students are not expected to spell all the words correctly.  Use their attempts to determine what stage in their spelling development they are at.

Precommunicative Stage:
Spelling at this stage contains scribbles, circles, and lines with a few letters thrown in at random. These letters are usually just there and any connection between these letters and the words they are thinking is pure coincidence.

Semiphonetic Stage:
The second stage can be seen when words begin to be represented by a letter or two. The word monster may be written with just the m or an mr or a mtr. Type might be spelled with just a t or tp. This stage indicates that the child is beginning to understand letter-sound relationships and knows the consonant letters which represent some sounds.

Phonetic Stage:
In the third stage, vowels appear-not necessarily always the right vowels but vowels are used and most sounds are represented by at least one letter. Phonetic spellings of monster might include munstr and mostr. Type will probably be spelled tip. You can usually tell when a child is in the phonetic stage because you can read most of what children in this stage write.

Transitional Stage:
In this stage all sounds are represented and the spelling is usually a possible English spelling, just not the correct spelling. Monster in this stage might be spelled monstir or monstur. Type is probably spelled tipe.

Conventional Stage:
Finally, the child reaches the stage of conventional spelling in which most words which a child at that grade level could be expected to spell correctly are spelled correctly.


You should use this same guide as well as the writing rubric to determine progress in writing.

RUNNING RECORDS

A GUIDE TO TAKING RUNNING RECORDS: AN ASSESSMENT TOOL

Running records are taken one-to-one
Recorder is "neutral observer;" no prompting or teaching Use blank sheet for greater recording flexibility
Record all behaviors observed
Purpose determines seen or unseen text
Establish accuracy level and self-correction rate
Analyze sources of information used (meaning, structure, visual)
Summarize information
Plan next learning steps


I created my own running record last year by using a grade appropriate text that my students had not read yet. I use a story called ALL IN FUN. I called each of my students up individually and had them read the book to me. I coded their errors according to the following list. Then I asked them comprehension questions as well. It was a very good tool to assess what reading strategies my students were using and how well they comprehended. Any text will do as long as it is on grade level and the students have not been exposed to it before.

There also many companies with ready made running record tests. Next year our whole corporation is doing 4-blocks and we decided to adopt the Developmental Reading Assessment for Pearson Learning.

TALLYING ERRORS AND SELF-CORRECTIONS
 

  1. Total each line separately going across the line of text. If a line is error and SC free, leave the error and SC column blank.
  2. An uncorrected substitution, omission, or insertion counts as one error.
  3. Unsuccessful multiple attempts on one word count only as one error.
  4. An error on a proper noun is counted only on the first error. Subsequent errors on that proper noun are coded but not tallied.
  5. If a word is mispronounced due to a speech problem or a dialect, it is coded but not counted as an error.
  6. Repetitions are coded but are not errors.
  7. Waits are coded but are not errors.
  8. Sounding the first letter is coded but does not count as an error if the word is subsequently read correctly.
  9. TTA (Try That Again) = 1 error
  10. Told = 1 error
  11. Appeal that is not corrected is an error
  12. Self-Corrections are not errors, even after an appeal. They are not included in the error column.
  13. Contractions count as I error.
  14. Each insertion counts as an error so that you could have more errors than text.*
  15. Inventing - just write invention at the top of the page unless just one page was invented - then count each error.
  16. Skipped line - each word counts as an error.
  17. Skipped page - subtract the number of words on that page from the sample word count. Do not count as an error.  When in doubt, give the child the benefit of the doubt.
Error rate, Accuracy, & Reading Level
Calculating Accuracy and Self-Correction Rates
Calculations
(RW = Running Words; E = Errors; SC = Self Corrections)
Error rate
Percent Reading Accuracy
1 : 200 99.5 Easy
Appropriate for independent reading.
1 : 100 99
1 : 50 98
1 : 35 97
1 : 25 96
1 : 20 95 Instructional
Appropriate for guided reading.
1 : 17 94
1 : 14 93
1 : 12.5 92
1 : 11.75 91
1 : 10 90
1 : 9 89 Difficult
Appropriate for shared reading and reading to children.
1 : 8 87.5
1 : 7 85.5
1 : 6 83
1 : 5 80
1 : 4 75
1 : 3 66
1 : 2 50

Schedule for Assessment

August/September - Use a concepts of print checklist to check for basic concepts. Do a running record on each child and a writing sample.

October - Reassess using the concepts of print checklist, also begin to check for phonemic awareness, word learning of Word Wall words and using letter sounds to decode new words.

November - Reassess those who had difficulty with October assessment. Do a reading fluency recording on each child.

January - Do a running record on each child, do a writing sample and look for word strategies as well as assess using rubric, do a word strategy test to see what spelling stage the students are at.

March - Re administer the assessments done in January. Note those that are still having difficulty.

April - Assist students who are, having problems by using coaching sessions that concentrate on specific areas (i.e.- graphophonemic, contextual, etc.). Do a reading fluency recording for each child.

May - Reassess all students with a running record, writing sample and word strategy test.

**Remember that you are continually assessing using daily checklists and anecdotal notes.

*Reading Recovery Procedure - "... the child cannot receive a minus score for a page. The lowest page score is 0."
Marie M. Clay, An Observation Survey, page 29
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