-Assessing Reading Performance-

-Chapter Six-

Key Terms

 Analyzing running record-Anecdotal notes-Brief, written observations of revealing behavior that a teacher considers significant to understanding a child’s literacy learning.

Authentic assessment-Ask students to perform tasks that demonstrate sufficient knowledge and understanding of a subject.

Criterion-referenced tests- Formal assessments designed to measure individual student achievement according to a specific criterion for performance.

Diagnostic test- Formal assessment intended to provide detailed information about individual students’ strengths and weaknesses. 

Dynamic Indicators of Basic Early Literacy Skills (DIBELS)- An assessment that includes a series of oral reading skill assessments. Short measures are used to monitor early literacy skills and provide feedback to inform instruction.

Formative assessment- An assessment that is used to gather information for teachers to adapt instruction to meet students’ needs.

High-stakes testing- consequences good or bad, such as a promotion or retention decisions, are linked to a performance on a test.

Interviewing- Periodic communication with individual students to assess reading interests and attitudes, self-perceptions, and understand of the language-learning process.

Miscue analysis- Informal assessment of oral reading errors to determine the extent to which readers use and coordinate graphic-sound, syntactic, and semantic information.

Miscues- Errors while reading orally.

Portfolios-A compilation of an individual student’s work in reading and writing, devised to reveal literacy progress as well as strengths and weaknesses.


Validity-The accuracy with which a test measures what is designed to measure- the most important characteristic of a test.

-Types of assessments- 

  1. Survey Test: represents a measure of general performances only,
  2. Diagnostic tests: Formal assessment to find student’s strengths and weaknesses in reading performance.
  3. Formal assessment: Standardized Tests; Criterion-Referenced Tests.
  4. Informal assessments: Informal Reading Inventory; Running Record;Words count per minute; DIBELS.
  5. Portfolio Assessment:  A compilation of an individual student’s work in reading and writing, devised to reveal literacy progress as well as strengths and weaknesses. 
  6. Kids watching while teaching
  7. Anecdotal Notes
  8. Checklist
  9. Interviewing
  10. Authentic Assessment: Students reading and writing tasks that look like real-life tasks, and students are primarily in control of the reading or writing task.
  11. Formative Assessment: Information gather to adapt instructions to best meet students needs.
  12. Self-Assessment: asking questions to challenge the learners thinking, “where can I improve? ” Where an I going?”

-Types of test scores- 

  1. Percentiles: scores in terms of the percentage of a group the student has scored above.
  2. Stanine: Based on a standard nine-point scale.
  3. Standard: raw score that has been converted to a common standard to permit comparison.

-Classroom Application-

  • When assessing students; use the various types of assessment. Informal and formal.
  • Know your students levels and abilities and don’t base their success on their standardized tests.