CLASSROOM-BASED ASSESSMENT

ON EARLY GRADES LITERACY

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Literacy Habits Research 30 April 2016 3

Where We Work
Session Objectives

Scope existing classroom- Understand basic concepts

based assessment tools and and principles on classroom-based
practices used by teachers in the assessment and how it helps improve
classroom setting literacy instruction

Explore ideas on how to Create a formative assessment

conduct formative assessment to plan
focus on the steps, tools and
strategies and analysis of results

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Grouping

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I. Introduction to Classroom-based assessment

In your groups, brainstorm:

1. What is our understanding of classroom-based

assessment? What does this term mean?
2. What current assessment practices are in place in the
classroom?
3. What is/are the purpose/s of the tool and what are the
skills measured?
4. To whom the tool is administered? And how is/are the
data collected? (observation, individual assessment, group
screening, etc), and how frequent?
5. How is/are the data being recorded and managed?
Generated? Being used?

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I. Activity Sheet 1: Introduction to Classroom-
based assessment
Classroom-based Assessment is__________________________________
_________________________________________________________

Name Purpose Skills Origin Target Metho Freque How is How is How is it
of tool Measur Grade d of ncy the the data being used?
ed level data data being
collecti being generat
on recorde ed?
d and
manage
d?

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Presentation of Group Outputs

Classroom-based Assessment is__________________________________

_________________________________________________________

Name Purpose Skills Origin Target Metho Freque How is How is How is it
of tool Measur Grade d of ncy the the being used?
ed level data data data
collecti being being
on record generat
ed and ed?
manag
ed?

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Classroom-based Assessment

~ Assessments allow teachers to track and measure learners’

progress and to adjust instruction accordingly

~ Ongoing process of identifying, gathering, organizing and

interpreting quantitative and qualitative information about learners

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Types of Assessment
Formative Diagnostic Summative

• Assessment for  Pre-assessment • Assessment of learning

learning
 Focuses on one • Measures whether
• Check for area/domain of learners have met
effectiveness of knowledge prior to content and
instruction instruction performance standards

 Verification of
achievement for
individual

Takes place during Happens before After instruction

instruction instruction

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Formative assessments should accomplish several
objectives:

~ Identify a child’s knowledge and skills in reading

~ Help teachers reflect and improve on specific instructional

practices

~ Reflect existing achievement goals to gauge the child’s progress

and inform the establishment of new goals; and

~ Provide tools for communicating about the child’s progress

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Establishing a Literacy Profile
What can the pupils already do?

Teachers reflect on the literacy abilities of children to establish a

classroom literacy profile (group) and pupil literacy profile
(individual).

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II. How to create a Literacy Profile?
The Reading Ability Checklist

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Key questions that help inform literacy
instruction and formative assessment:

1. What are the reading abilities that most of the pupils in your
class have mastered?

1. What are the reading abilities that most of the pupils in your
class are still learning?

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II. How to create a Literacy Profile?
Balanced Scorecard
A piece of paper or a small notebook that each teacher keeps
during the academic school year.

Important elements:

• Basic information on student, teacher and class

• Details on the conduct of formative assessments
• Reading component being tested
• Name of each pupil in a class
• In each reading component, the teacher should write the rating
for each student on a particular assessment

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Sample Balanced Scorecard
Academic Year: ____________________ Grade level ________ Section ____
Teacher’s Name
________________________________________________________________

M = Mastery
D = Developing
N = Not yet 23
III. Assessment on Focused Literacy Domains

Oral Language/Vocabulary

~ During the normal classroom routine, observe individual children using

expressive language (speaking) in both large groups and small groups.

~ Identify four or five students to observe closely for a period of time

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III. Assessment on Focused Literacy Domains

Analysis

~ Is this experience typical of this child’s speaking?

~ How is this experience similar to other expressive language interactions?
~ Does the context and participants allow this student to demonstrate her/his
strengths in oral language?
~ What further experiences are needed to gain a better understanding of this
child’s speaking abilities?

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III. Assessment on Focused Literacy Domains

Phonics (Inventory)

~ Pupils read as much as they can in the Phonics Inventory, while Teachers mark
track the right and wrong answers.

~ Each level represent word patterns:

Items 1-10 = short vowel patterns
Items 11-20 = short vowel with clusters (blends)
Items 21-30 = long vowels
Items 31-40 = r vowels
Items 41-50 = other vowels

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III. Assessment on Focused Literacy Domains

Book and Print Knowledge

~ Pupils are observed over a period of time.

~ Early Literacy Observation form is filled up during observation.

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How can we develop formative assessments to
evaluate our students’ reading progress?

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Contextualization of Formative Assessment

What helpful strategies and tools have you learned from this
session? How can you adopt these into the classroom setting?

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Group Work

• Tool: Assessment for letter knowledge

• Tool: Assessment for comprehension
• Tool: Assessment for vocab development
• Tool: Assessment for phonological awareness
• Tool: Assessment for matching beginning sounds;
• Tool: Assessment for word segmentation

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Format Presentation

Name of tool:
Literacy Skill/s Measured
Instructions:
Analysis:

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