Assignment #2: Assessment Analysis

Submitted By: Samantha Lohmeyer

EDRL 442: Teaching Literacy 1 Nevada State College - Fall 2013 Instructor: Karen Powell

ASSIGNMENT #2: Assessment Analysis

A. Summary of the Assignment

Submitted By: Samantha Lohmeyer

Miss Keetow used AIMSweb to administer four diagnostic assessments to her students. The following assignment explains how I chose to divide her students into four groups based on the scores of these students assessments. B. Explanation of Assessments LNF: Letter Naming Fluency is a phonics assessment that requires students to say the names of visually presented letters. Students are assessed individually and are given one minute for this assessment. The first grade norm for this assessment is 40 in the Fall. LSF: Letter Sound Fluency is a phonics assessment that requires students to say the sounds of visually presented letters for one minute. Students are assessed individually. The first grade norm for this assessment is 25 in the Fall. PSF: Phonemic Segmentation Fluency is a phonological awareness assessment that requires students to identify the specific phonemes in orally presented words for one minute. Students are assessed individually. The first grade norm is 35 in the Fall. NWF: Nonsense Word Fluency is a phonics assessment that requires students to say the sounds of visually presented non-real words for one minute. Students are assessed individually. The first grade norm is 27 for the Fall. C. Factual Information: Test Results Thirteen students scored at or above the Fall target score in LNF. Sixteen students scored at or above the Fall target score in LSF. Seventeen students scored at or above the Fall target score in PSF. Seventeen students scored at or above the Fall target score in NWF. D. Interpretation of Data I primarily used the PSF and NWF assessments to determine the instructional groups. I chose these tests because I believe they require more knowledge of skills that will determine the students true academic level.
EDRL 442 - Fall 2013 Assignment #2 Page 2

ASSIGNMENT #2: Assessment Analysis

Submitted By: Samantha Lohmeyer

Miss Keetow should group her students in four groups: Emerging, Approaching, Meeting, and Exceeding standards. She should color-code the groups in order to keep students feeling fair about their placement. For example, Emerging could be the Yellow group, Approaching could be Green, Meeting could be Purple, and Exceeding could be Blue. This way, there is no obvious separation between the groups. Groups: Emerging: Chandra Lear, Jay Walker, Scott Free, Matt Tress, Barbie Dahl Approaching: Luke Warm, Pete Moss, Tate Urchips, Rhoda Booke, Ann Chovie Meeting: Harrison Fire, Robin Banks, Candi Barr, Rick OShae, Jack Potts Exceeding: Carrie Oakie, Anna Mull, Ella Mentry, Paige Turner, Justin Tyme The groups were determined based on scores primarily from the PSF and NWF assessments. However, some students scores had to be further analyzed in order to achieve proper placement. For example, Scott Free scored the highest on the PSF assessment; however, he scored in the bottom three of each other assessment and needed to be moved to a lower group as a result. Candi Barr tested at one of the lowest scores in the PSF assessment. She scored the highest in the NWF and her placement was therefore determined by an overview of all four of her scores. E. Additional Information Additional information that I would find helpful would include behavior issues (that could be a tie-breaker if I needed). I would also appreciate information about the texts we would be reading in order to help decide if students would fit more appropriately in one group over another. F. Reflection Dividing the kids took me nearly an hour because I was so focused on making the right choice and being able to defend it. I think I might have over-thought the division of students, for I can always adjust as I need to once students are in groups in real life. I think I would prefer to organize the students based on the skills needed for specific pieces of literature based on their scores on pre-assessments for the literary works. However, I would use these assessments for a baseline.

EDRL 442 - Fall 2013

Assignment #2

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