Analysis and Interpretation of Assessment Data

What assessment practices do you use?

Record of Oral Language

Who is involved? Year level, specialist, whole school Year Prep Year One Year Two Reading Recovery Teacher

What does this assessment tell you about student learning? Oral Language development Grammar Working Memory Progress Memory - what a child hears Language structure Letters and sounds known Gives clear indication of student knowledge. What letter /sound relationships children use. Alphabet knowledge Phonemic awareness Phoneme / Grapheme match

Where is this data stored / recorded? Student file in classroom On computer Record on student profile sheets Assessment Sheet Entry for CEO Student file in classroom On computer Record on student profile sheets Assessment Sheet Focus group folder Entry for CEO

When do you analyse and interpret this? Beginning of year to inform teaching and end of year to show growth. Analyse throughout the year. I dont Beginning of year and end of year. Analyse throughout the year. Depends on the student for some use it once a term. Immediately after testing

How does interpretation of assessment data inform learning and teaching? Drives your program Shows growth Responding to instructions Text structure Need for oral language focus differs from group to group Simple / Complex sentences Drives your program To inform focus for guided reading groups. To group students for learning centres. Teaching points for individuals and groups Also used for summary sheet to pass on to parents of at risk kids Teach unknown letters

Letter ID

Year Prep Year One Year Two

Hearing and Recording Sounds in Words

Year Prep Year One Year Two Reading Recovery Teacher

What sounds they can hear Indicates ability to hear and differentiate sounds in words and match letters to sounds. What letter /sound relationships children actively use to write. Auditory processing Can children hear sounds Phoneme / grapheme correlation Ability to isolate sounds Words they know High frequency / sight word knowledge Decoding strategies Recall words

Student file in classroom On computer Record on student profile sheets Assessment Sheet Entry for CEO

Beginning of year and end Drives your program of year. Shows growth Analyse throughout the year Groups for writing focus Teach unknown sounds, initial, middle, ending Helps direct focus cvc, digraphs etc

Word (Reading List)

Year Prep Year One Year Two - 6 Reading Recovery Teacher

Student file in classroom On computer Record on student profile sheets Assessment Sheet Entry for CEO

Beginning of year and end of year. Analyse throughout the year. I dont

Drives your program It doesnt, just monitors progress Increase childrens decoding strategies High frequency words under control - where to next

Analysis and Interpretation of Assessment Data

What assessment practices do you use?

Burt

Who is involved? Year level, specialist, whole school Year Prep - 6

What does this assessment tell you about student learning? Words they know Word attack skills ? Decoding strategies Recall words If they know full stops, capital letters, upside down text Story and book knowledge If children know and understand how books work. Knowledge of books. Understanding of text and conventions Indicates confidence levels in writing. Ability to generate new words using onset and rime. High frequency / sight words they can spell. How many words chn know Word generation Rhyming Ability to keep thinking Spelling Blends known Identify spelling strategies used by children

Where is this data stored / recorded? Student file in classroom On computer Record on student profile sheets Assessment Sheet Entry for CEO Student file in classroom On computer Record on student profile sheets Assessment Sheet Entry for CEO

When do you analyse and interpret this? Beginning of year and end of year. Analyse throughout the year. I dont Beginning of year to inform teaching and end of year to show growth. Analyse throughout the year.

How does interpretation of assessment data inform learning and teaching? Drives your program Monitors progress Increase decoding strategies ? Drives your program Beginning of year informs focus for Big Book teaching time Teaching foci Teach / model to children how books work

Concepts About Print

Year Prep Year One Year Two Reading Recovery Teacher

Writing Vocab words in 10 min

Year Prep Year One Year Two Reading Recovery Teacher

Student file in classroom On computer Record on student profile sheets Assessment Sheet Entry for CEO

Beginning of year and end of year. All year - given more than once Analyse throughout the year.

Drives your program Monitors progress Embeddedness Understand chns knowledge of vocab - extend it Spelling knowledge - strategies needed to move on Reading linking to writing

Peters Dictation

Years 2 and up LSO helped

Student file in classroom

Early in year - March

Spelling Groups Target teaching What spelling strategies are not being used - teach Spelling knowledge - strategies needed to move on

Analysis and Interpretation of Assessment Data

What assessment practices do you use?

Running Record - Using PM or F&P, Alphakids

Who is involved? Year level, specialist, whole school PM Prep - Two F&P - Years 3 - 6

What does this assessment tell you about student learning? Reading Levels Reading strategies What they can read sounding words, word attack decoding skills What they can comprehend How they are reading What mistakes they are making Strategies used when problem solving on word progress Identifies instruction level Strengths in reading and challenges

Where is this data stored / recorded? Student file in classroom. My computer In my working teacher focus group folder Record Sheets Record on student profile sheets

When do you analyse and interpret this? Feb / March Oct / Nov Weekly - Ongoing Regularly throughout the year Immediately

How does interpretation of assessment data inform learning and teaching? Reading Groups To inform focus for learning centre activities and guided reading Where to go next What teacher needs to do Skills to be taught Clearly directs teaching - Once analysed you can clearly see what to teach to whom Instructional level for teaching

SPAT

Those in need / at risk Trish / Staff All Grade 1s in 2012

Informs you of what they are On computer at risk of Student file Phonemic awareness pinpoints needs Overview of phonological awareness skills for early literacy development Comprehension strategies that they know and apply Inferring Understanding - types of comprehension School Database Record on student profile sheets

End of year Prep (ideal) to inform focus in year 1. Review end of 6 months

Aids in your planning Clearly directs teaching - Once analysed you can clearly see what to teach to whom Identifies what needs to be focused on, Directs teaching - Where to start with what they know and what to do next Student Progress See a specific need or skill not known - teach eg reading a table Clearly directs teaching - Once analysed you can clearly see what to teach to whom

PAT R Comprehension

Year Prep - Six

May & October

Analysis and Interpretation of Assessment Data

What assessment practices do you use?

PAT R - Spelling or SWST

Who is involved? Year level, specialist, whole school Two and up

What does this assessment Where is this data tell you about student stored / recorded? learning? Spelling Skills - phonemes School Database known etc Record on student profile Using decoding and other sheets strategies to spell

When do you analyse and interpret this? May & October

How does interpretation of assessment data inform learning and teaching? Directs teaching - Where to start with what they know and what to do next Student Progress Identify specific skill missing eg knowledge of vowels - teach Clearly directs teaching - Once analysed you can clearly see what to teach to whom Focus for guided reading, literacy centres and homework

M100W Words M200W Neale Analysis

Preps

Embeddedness of high frequency words in reading and writing Basic level of Readig and riting skills in speaking, know of I/S in oral reading, awareness of structure of language; ability to derive meaning; make inferences Language ability

Focus group folder

Weekly

Trish, Jo Year 2 up

CELF 4

Trish / Special Ed

Year level folder to be attached to profile

Difficulties identified in learning (language)

K-Bit 2

Trish / Special Ed

Memory Screener

Trish / All Staff

Overview of students general ability, measuring two areas : verbal (v knowledge and riddles) & non verbal (problem solving) Assists with identifying children who need in depth assessment of language abilities

Year level folder to be attached to profile

Difficulties identified in learning

Strengths and challenges for student Used for referral to CEO Strengths and challenges for student Used for referral to CEO

Year level folder to be attached to profile

Difficulties identified in learning