What did you discover going deeper into different assessment tools?
Purpose of this assignment is to strengthen your knowledge about the types, characteristics, and applications of commonly used and evolving literacy assessment and instruction approaches, measures, and practices of specific measures for assessing language and literacy development. Knowing about the different kinds of assessments and their purposes such as for screening, diagnostic, formative, benchmark, and progress monitoring, will allow you to be a valuable and effective teacher. It is also important that teachers who use assessments understand associated advantages and difficulties of different procedures. After reading chapter on Normed reference and Criteria referenced assessments, you will select and evaluate the assessment tools to familiarize yourself and be able to know which one to use to meet the needs of individual or groups of students especially those who have reading and writing difficulties. It could be a combination of assessment techniques that are needed to match research-based interventions to the student’s needs.
The assignment has two parts A& B
A. ASSESSMENT MATRIX. In addition to the formal and informal assessments discussed in your textbook, research and examine various assessment instruments. Create an assessment matrix, showing types, audience, purpose of assessment that you will be able to use as guide for selecting appropriate assessments to determine proficiency and difficulties of readers for appropriate services
B. Choose ONE assessment instrument (ranging from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools) that is intended for emergent literacy, elementary, or middle/secondary students. Examine the assessment instrument, record information, and write a critique using the following categories as guide:
General Bibliographic Assessment Information
Reference (title, author, date, publisher, version)
Nature and purpose of assessment
Type of Assessment (NRT, CRT, standardized, formal, informal, individual, group)
Intended age groups and grades
Types of scores yielded (GE, percentile, stanine)
- Reliability and validity of test and any subtests
- 8.Content of Assessment—what is measured?
- Type of test Norm Referenced, or Criterion referenced.
- How does the content of the assessment instrument relate to the intended purpose of assessment?
- How is the content of assessment appropriate for intended age groups or grade levels?
- Is the content aligned with school-based literacy goals and expectations?
- 9. Design/Format of Assessment Instrument—How does it measure?
Is the assessment instrument based on sound principles of test construction? Any evidence?
Is the assessment instrument free of cultural bias? Provide evidence.
10. General Evaluation:
- Utility of Assessment Instrument (based on your experience administering, scoring, and interpreting scores)
- Is the assessment instrument easy to administer, score and interpret, free from biases? Would you use this test for what? With whom?
- Are there any problems with the test format? length? Is test easy or complex to administer? Evaluate its strengths and weaknesses if any.
- What did you discover going deeper into different assessment tools?
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