Assessments

Evaluation and Assessment of Literacy Needs

Evaluation #___1___ Where did you find this Who is Target
Name of Assessment assessment? Author/Publisher/Year? Audience
Sebastian Wren, Ph.D. Kindergarten
Letter Knowledge Balance Reading Jennifer Watts, Ph.D. First Grade
Website

Internet link http://www.balancedreading.com/assessment/abecedarian.pdf

I administered this assessment to: Five year old kindergarten students.
(share info about grade, age, and During the administration, the student immediately
recognizes the upper case “M” and lower case “s” even
observed or perceived needs) when she didn’t know if they were upper or lower case

letters. When she saw the letter “a”, she hesitates and

answer incorrectly, but when she saw the same letter with

another shape “a” then she recognized it. She missed

many other letters, but when she saw the “!” symbol the

student confuses it by naming the letter “i”. Then the

student indicated that the symbol “?” was number “7”. By

the end of the assessment the students only master ten

letters including, the vowels and the “m” and “s”.

What did I learn from this practice It was observed that the student still needs more
administration? instruction in discriminating between letters and symbols,
different types of letter fonts, and upper and lower case
What do you perceive as the letters.
strengths and/or limitations of this I had administer similar assessments, but I never included

assessment? symbols and different font letters, like the “a” and “a”. I
understood that these an important skill that students
Share personal comments and need to learn due to they can encounter this font letters
pearls of wisdom. What might you in texts and if they don’t recognize the letter they might
take them longer to decode the word and lose
do differently next time? comprehension.
The limitation I found was the way the letters are
displayed, they are all clutter in one page. For students
that are already struggling with this basic skill, I prefer
administering these assessments using either magnetic
letters or flashcards, just one letter at a time.
Definitely, for next time I will test students using different
letter fonts and also including symbols.

Evaluation Where did you find Who is Author/Publisher/Year? Target Audience

#___2___ this assessment?

Name of

Assessment

DIBELS Phoneme University of Oregon Authors: Roland H. Good III, Grades K-1

Segmentation Website under UO Ruth Kaminski, and Sylvia Ages 5-7

Fluency (PSF) DIBELS Data System Smith (Center on

(Decoding & Publisher: Institute for the Response to

blending Development of Educational Intervention,

skills/Phonological Achievement/University of 2017)

& Phonemic Oregon

Awareness) Year: 2002

(Good, R. & Kaminski, R., 2002)

Internet link https://dibels.uoregon.edu/docs/materials/k_benchmark_6th_ed.pdf
Pages 6 and 11

https://dibels.uoregon.edu/docs/materials/admin_and_scoring_6th_ed.pdf

Pages 17 to 23

I administered this assessment “The PSF measure assesses a student’s ability to segment
to: (share info about grade, age, three- and four-phoneme words into their individual
phonemes fluently” (Good, R. & Kaminski, R., 2002) (p.17).
and observed or perceived This assessment was administered to a six year old
needs) kindergarten student. The assessment was completed

individually and following the instruction and specification of

it. I set the timer for two minutes and began the assessments

after providing an example. The student was assessed using

page 11 from the first link. The student was able to segment

the phonemes of each word except for the followings: crowd,

loud, and stand. It was observed that with these three words

the student confused the /d/ for /t/. Even when the students

scored 69/72, which is a great result, he still might need some

interventions because the words that he missed where all due

to a mispronunciation of s single phoneme.

What did I learn from this From this administration, I learned that even students that are
practice administration? successful might still have a struggle that can in the future

become a problem. These phonemes confusion was

something that the student’s teacher didn’t notice.

What do you perceive as the I believe that this is a great assessment, it can show many of
strengths and/or limitations of the struggles that can students might encounter while
working with phoneme segmentation. It can help the teacher
this assessment? determine what type of strategy the student is using, like:

segmenting each sound, the use of schwa sounds, etc… It also

helps identify if the students use incorrect pronunciation due

Share personal comments and to their dialect, articulation, or second language interference
pearls of wisdom. What might (Good, R. & Kaminski, R., 2002).
This assessment and the entire collection of them are some
you do differently next time? that I will keep due to their explicit explanation on how to use
them and assess. This assessment in particular is great tool
and since it help me to identify a weakness for this is student
of confusing the /d/ with /t/, me and his teacher got together
and were able to set some individual goals for the students for
the rest of this school year and he is unable to master by the
end it will pass on to his next teacher. One of the strategy that
we set for the student was identifying the /d/ and /t/ sound of
different picture cards. We show them a picture card for “red”
and “bat”, the student pronounce the words, making long
sound at the end of the word and then choose which
card/word ends with /d/ or /t/ sound.

Evaluation #___3___ Where did you find this Who is Target

Name of Assessment assessment? Author/Publisher/Year? Audience

Elementary Reading Assessment for Authors: Michael C. Grades 1st -6th

Attitude Survey Reading Instruction, Mckenna and Dennis J. (Mckenna &

(Mckenna & Stahl, Second Edition. Kear Stahl, 2009)

2009) (p. 215-223) Publisher: International (p.216)

(Reading Attitude, Research Article: Reading Association

Motivation, and Measuring Attitude Year: 1990

Emotions) Toward Reading: A

New Tool for Teachers

(McKenna, & Kear,

1990)

Internet link http://www.leadtoreadkc.org/wp-
content/uploads/2012/12/Professor-Garfield-reading-survey-used-by-

Lead-to-Read-KC.pdf

I administered this assessment to: I administer the Elementary Reading Attitude Survey
(share info about grade, age, and (ERAS) to an eleven years old and fifth grade student. The
student is also an English Language Learner (ELL) that had
observed or perceived needs) been in the US education system since her second grade.

The student is fluent and proficient in the English

Language, based on her TELPAS results, which had a

composite score of Advance High.

After completion of the assessment, the student scored a

recreational reading raw score of 26 (percentile rank of

36) and an academic reading raw score of 21 (percentile

rank of 26). Based on these results we can observe that

the student have a preference of recreational reading

compare to educational reading. These results are

consistent with McKenna & Stahl (2009) idea that

students can become better readers when they read a

text of their interest.

It was observed on her academic reading that the student

gets upset when she is “forced” to read, like completing

workbook pages and worksheets, reading time in class,

read out loud in class, and taking reading tests. During the

school year the student had to complete 25 book talks.

The genres were assigned by the teacher, but the book

was chosen by the students. For her final grade, she got a

100%. On the other hand, when administered her STAAR

Reading Assessment, the student barely passed and when

administered informal tests in the classroom, she gets just

passing grades (70’s, 80’s, etc…). I wonder how the

students would perform if she is given assessments in

reading material that goes with her interests?

What did I learn from this practice It was learned from this administration that recreational
administration? and academic reading has a great impact on student’s
learning. Even when we can’t limit our students to
recreational readings, teachers need to address more
efficiently the needs of the students by supplementing
their reading repertoire with texts that are of the
students’ interest, but convey the objective of what need
to be taught. As of today there are a great variety of texts
that we can use to teach our students, we (teachers) just
need to choose wisely.

What do you perceive as the A limitation that I perceived of this assessment is the
strengths and/or limitations of this inaccurate results it can have when administering in whole
group if the teacher is not constantly monitoring students.
assessment? I have seen the difference of administering an assessment
individually and in whole group. In my opinion, students
Share personal comments and concentrate better when working either in small groups or
pearls of wisdom. What might you individually than in whole groups.
This was my first assessment and I actually find
do differently next time? resourceful and accurate. This assessment was
administered to my daughter and I can really state that
these results are very accurate. She loves going to book
stores and she will spend hours reading different books,
but when it’s time to do her homework she struggle in
concentrating and of course comprehension.

Evaluation Where did you find Who is Author/Publisher/Year? Target Audience

#___4___ this assessment?

Name of

Assessment

High Frequency Teachers College Authors: Teachers College List A:

Words Reading and Reading and Writing Kindergarten

Assessment Writing Publisher: Columbia University List A, B, C, D: 1st

(Word Project/Columbia Year: 2008 Grade

recognition, University List B, C, D: 2nd

word reading, Grade (only use

vocabulary and list A if list B is to

sight words) hard)

Internet link Word Identification Assessment – List A
http://connect.readingandwritingproject.org/file/download?google_drive

_document_id=0B3yKjAsMtuECcUlzcUxJVG9nUjg

High Frequency Word Assessment/Directions

http://connect.readingandwritingproject.org/file/download?google_drive

_document_id=0B3yKjAsMtuECUGxOWlo5YWNtUGs

I administered this The List A assessment was administered to an ELL kindergarten
assessment to: (share student, which is six years old. The student has been in a dual
info about grade, age, language classroom for the last two school years (Pre-K and
Kindergarten). The high frequency words on this list have been
and observed or determined to use with kindergarten students either in winter or
perceived needs) spring. The student mastered 22 out of 25 words (88%). Even

when the score was good, I was able to observe that the student

repeated the same mistake on tree words (it, in, is). Bilingual

students learned both alphabet phonics during class instruction

every other day. In my years teaching I have seen that is common

for students to interchange the vowels sounds in English and

Spanish. This was the mistake that the student was repeating. He

changes the initial sound of the letter “i” for the Spanish sound

/e/. This is a skill that the student needs to master before in order

to read with the correct enunciation.

What did I learn from This student is one of my advanced learner and he still struggles to
this practice when to use the right language sounds. When he is either with me
(Spanish teacher) or the English teacher and he is asked to
administration? mention the letter’s sound in each classroom, he will answer

correctly. So, this assessment that made me see and realize that I

should do some additional assessments to keep track of these

minor mistakes.

What do you perceive This high frequency assessment helps students to get the
as the strengths and/or automaticity they need in order to comprehend and build fluency,

limitations of this but it is important to also test students’ word identification on
assessment? text, not only in isolation.
Even when this wasn’t the case, sometimes teachers need to be
Share personal aware of the students’ frustration level while testing. If student
comments and pearls of don’t recognize the words immediately allow them a few seconds
to answer and if this doesn’t help, just withdraw the assessments
wisdom. What might and keep working with students until mastery is achieved.
you do differently next One thing that I do with my students is that I will assess them first
on one word list and I will not assess any other list until a mastery
time? of 95% and understanding the reason for the errors committed by
the student.

Evaluation Where did you find Who is Target Audience
#___5___ this assessment? Author/Publisher/Year?
Ages: 4-6
Name of Learning A-Z Authors: Learning A-Z Grade
Assessment Website Publisher: Learning A-Z Level:Kindergarten
Reading A-Z Year: Since 2002 (Raz-Plus,
2017)
Running Record

(Fluency and/or
error analyses)

Internet link Benchmark Level C Book – I Can Help, Author: Ned Jensen
file:///C:/Users/b.gomezdelvalle/Downloads/raz_lc30_icanhelp_clr%20(1)

.pdf

Running Record Sheet

file:///C:/Users/b.gomezdelvalle/Downloads/raz_lcrr.pdf

I administered this “Running records are coded notations of text reading, used as a
assessment to: (share vehicle for error analysis” (McKenna & Sthal, 2009) (p.53). I
info about grade, age, administer this running record assessment to a six year old ELL
kindergarten student. The student is currently on a level B, but this
and observed or assessment was given to her in order to determine if she was
perceived needs)

ready or not to move to the next level. After administering the

assessment, the student’s error rate was of 1:23, this means that

for each error made, the student reads approximately 23 words

correctly. She scores an accuracy of 96%. But, the student also had

a self-correction rate of 1:2, this means that the student corrects

approximately 1 out of every 2 errors.

It was observed that the student was able to identify sight words

already learned, in a text, but still struggling with some decoding

skills. She was unable to read the following words: dishes, wash,

and chickens. She has specifically struggle with the digraphs. Even

when the student makes self-corrections, she was using visual cues

and her decoding skills to read the words. Which might not be

favorable if she needs to read a text with no pictures. But, at the

same time she is using her reading strategies to be able to read.

What did I learn from The administration of the running record was helpful to identify
this practice the difficulty that the student was experiencing with digraphs, this
can be included as part of the intervention during small group
administration? instruction.

What do you perceive One of the strengths is that because of the explicit pictures and
as the strengths and/or text, students are able to read more words that if it was just text

limitations of this with no pictures. This stimulates the students to use their reading
assessment? strategies in order to better read and comprehend.
I have been using running records to determine the students
Share personal reading level for the last two years. It is an easy and quick
comments and pearls of assessment to do with the students and also once they know their
reading level they keep working harder in order to increase it. The
wisdom. What might students use Raz-Kids which is a reading computer program where
you do differently next students read books on their level and are able to accumulate
points for every book they read to create robots. This is something
time? that they like and encourage them.

Evaluation Where did you Who is Target Audience
#___6___ find this Author/Publisher/Year?
Ages: 4-6
Name of assessment? Authors: Learning A-Z Grade
Assessment Publisher: Learning A-Z Level:Kindergarten
Reading A-Z Learning A-Z Year: Since 2002 (Raz-Plus,
Website 2017)
Benchmark Quick

Check for

Comprehension

(Comprehension)

Internet link Benchmark Level C Book – I Can Help, Author: Ned Jensen
file:///C:/Users/b.gomezdelvalle/Downloads/raz_lc30_icanhelp_clr%20(1

).pdf

Running Record Sheet

file:///C:/Users/b.gomezdelvalle/Downloads/raz_lcrr.pdf

Comprehension Assessment

file:///C:/Users/b.gomezdelvalle/Downloads/raz_bmqlc_01_f.pdf

I administered this This comprehension assessment was given to the same student
assessment to: (share that completed the previous running record assessment in order
info about grade, age, to determine her comprehension of the story. The student is 6

and observed or years old, ELL, and she is in kindergarten. This comprehension test

perceived needs) is composed of 5 questions based on a text-based (3 questions),

inference (1), and critical response (1) analysis. The students

answer the five question successfully. On the previous running

record the student score a 96%, which is an independent reading

level. Based on this result, I was expecting for the student to also

master the comprehension assessment. Even when the student

had some trouble decoding some of the words in the text, I

consider that the student was able to answer the question by

relating them to the visual cues obtained from the illustrations. At

this point there were no needs observed from the student.

What did I learn from This is the first time that I used the comprehension assessment of
this practice Reading A-Z, since I’m used to test my students in Spanish, the
website still don’t have this assessments in my instructional
administration? language. But, I do the students comprehension asking my own

questions. I learned how question are divided into text-based,

inference, and critical response. Even when I ask questions related

to these, I never considered breaking it down into individual

answers. This is helpful since it would allow me to address the

specific weakness of the students.

What do you perceive The only limitation that I see with this assessment is that it
as the strengths and/or included too many text-based questions. In my opinion, I would
had added more inferences questions, since this are more complex
limitations of this questions that would be needed across the curriculum.
assessment?
The student tested show full mastery of the assessment, so for
Share personal next time I can ask more questions like:
comments and pearls of
● Retell the story
wisdom. What might ● How do you think the boy felt after completing all the
you do differently next
chores?
time? ● Why do you think the boy is doing chores instead of being

in school?
The idea of these questions is to have the students to think deeper
and make inferences.

Evaluation #7 Where did you find this Who is Target
Name of assessment? Author/Publisher/Year? Audience

Assessment Teachers College Reading and Author: Mary M. Clay Age: 5-7
Concepts Writing Project Website (TCRWP) Publisher: NH: Grade: K-2nd
About Print http://readingandwritingproject.o Heinemann (Amazon,
Assessment rg/ Year: 2000 2017)
(Early reading (TCRWP, 2006-2007)
skills)

Internet link Concepts About Print Assessment
http://readingandwritingproject.com/public/resources/assessments/reading/c
oncepts_about_print/concepts_about_print_directions.pdf

Book used with the assessment “Apple Tree” Level C
file:///C:/Users/b.gomezdelvalle/Downloads/raz_lc51_appletree_clr.pdf

I administered this assessment to: The concept about print assessment will allow teachers
(share info about grade, age, and know the level of understanding or misunderstanding of
students on the following skills: book orientation,
observed or perceived needs) directional arrangement of print, print knowledge over
pictures, recognition of words, letters, sentences, top of
the page, and also punctuation marks (TCRWP, 2006-
2007).
I administered this assessment to a student who is exiting
kindergarten on a reading level A (based on Learning A-Z
standards). The student is six years old. The student
shows mastery of the following assessments skills: (1)
orientation or layout of text/front of book, (2) print, not
pictures, carries the message, (3) direction of print, (4)
page sequencing, (5) difference between letter and word,
(6) return sweep, and (7) punctuation. This is a great
score since it was 12 out of 13, is practically full mastery,
but the student fail in one-to-one correspondence.
Based on these results we can see that the student
understand how a book is being read and its components,
he knows the differences between a letter, word, and
sentences when asked to point, but when he needs to
listen to the words and point them in the text, it seem like
he can match the auditory process with the visual. I ask
the student in three different occasion during the text to
listen to my reading and match it to the words, but
instead he will just move his finger quickly across the
sentence without pointing to each word. This is a need
that needs to be work with the student in order for him

What did I learn from this practice to be able to identify and read every word in a text, make
administration? that text to word connection, to visually track their
reading, and read in the right place.
What do you perceive as the With this assessment, I learned how to identify the
strengths and/or limitations of this different skills individually and how well the student
perform in every area. It shows the strength and
assessment? weakness of the student. I was able to observe the
struggle that that student has with one-to-one
Share personal comments and pearls correspondence and this would be the targeted skill that I
of wisdom. What might you do would be working with the student, instead of repeatedly
differently next time? working all the skills.
I personally don’t see any limitations with this
assessment, in the contrary I found it beneficial. I like the
way it is divided in eight different skills with simple and
quick questions. The assessment didn’t take long and it
measures essential skills that students need to master for
their early literacy skills.
Understanding the weakness of the student, I have been
working with him on the specific skill of one-to-one
correspondence during our summer school. We have
been using counters to identify each word in sentences. I
read a sentence and the student need to repeat the
sentence, but pointing at the counters. Since we are in
summer school, I had had the time to increment the time
of individualized instruction and the student is actually
understanding the concept. The next step would be to
practice the skill using a text and then be assessed again
to show mastery of the concept.

Evaluation Where did you find this Who is Author/Publisher/Year? Target

#___8____ assessment? Audience

Name of Assessment

Phonological Balanced Reading Author: Sebastian Wren, Ph.D. Grades: K-2nd

Awareness - Website & (Wren &

Rhyming Production http://www.balancedrea Jennifer Watts, Ph.D. Watts, 2002)

(Decoding & ding.com/ Publisher: Balanced Reading

blending Year: 2002

skills/Phonological & (Wren & Watts, 2002)

Phonemic

Awareness)

Internet link Phonological Awareness - Rhyming Production (p.14 and 17)
Phonological Awareness - Rhyming Perception (p.12 and 16)

http://www.balancedreading.com/assessment/abecedarian.pdf

I administered this assessment to: (share The rhyming production assessment required that
info about grade, age, and observed or students generate two rhyming words for each item in
perceived needs) the test (Wren & Watts, 2002). Rhyming awareness is
important to achieve because it helps to develop

phonemic awareness and understand that words can

be divided into parts (Fox, 2010).

This test was administered to an ELL kindergarten

student who just turn six. The assessment has two lists

(A and B) with ten words in each list. I only administer

list A. The words are: hall, make, dear, hair, ring, sack,

cook, float, street, and shout. During the beginning of

the assessment the student struggle to provide words

that rhyme, in fact, since the instructions specified that

if the student is unable to provide rhymes for the first

five items to stop and provide an easier task, this is

exactly what we did. The student was unable to pass

from the second word, she provided words for #1-hall,

but it took her more than two or three minutes. In the

next word, she just looks frustrated, so we stop the

assessment. As the explain before about the test

instructions, I decided to assess the student by using

rhyming perception assessment, where I provide the

words and the student just need say yes or no if the

words rhyme or not. This assessment also consists of

two lists of words (A and B), so I only administer list A.

The students score 8 out of 10, which is enough to pass

the assessment.

It was notorious the difficulty that the student had with

the concept of producing rhyming in comparison to

listening and identifying the rhyming pair. Due to this

What did I learn from this practice need of not being able to produce rhymes, the student
administration? needs additional reinforcements on rhyming skills. It is
important that the students not only recognized
What do you perceive as the strengths rhyme, but also to produce it in order to satisfactory
and/or limitations of this assessment? acquire phonological awareness.
This assessment help me understand the importance of
Share personal comments and pearls of these two components of rhyming: identifying and
wisdom. What might you do differently producing. Before this assessment, I didn’t reinforce
the producing of rhyming as long as they can identify it.
next time? Especially when I’m teaching Spanish and I ask my non-
Spanish speakers to produce a rhyme, I didn’t accept as
correct the nonsense words and in this test these are
counted as correct. I knew that students will struggle
with producing words due to the lack of Spanish
vocabulary, but from now and on I will count these
words as correct.
Overall, the assessment is well formatted and include
the necessary items to gather the right understanding
of the students. The only limitation I found is the lack
of pictures. I’m already used to always provide visual
cues to my students, it is part of my teaching style due
to the students’ compositions of my classes. I believe
that showing pictures during the assessment will keep
them more engage, than just listening to me.
For next time, first, I will begin by administering the
rhyming perception assessment and then the rhyming
production assessment. This way I will be sure that the
student is able to master the simpler, before having the
students frustrated and overwhelmed due to a harder
task. Also, I would include pictures of the words in the
assessment.

Evaluation Where did you find this Who is Author/Publisher/Year? Target
#___9____ assessment? Audience
Name of Assessment Author: J. Cayce Morrison &
Pretesting with the McKenna & Stahl (2009) William C. McCall Grades: 2nd-9th
Morrison-McCall (p.146-147) Publisher: New York : Harcourt, Grade
Spelling List Brace & World (McKenna &
(Word recognition, Spalding.org Website Year: 1923 (Northwest Stahl, 2009)
word reading, http://www.spalding.org Instructional N’ Educational
vocabulary and sight /images/pdf/learningath Enterprises, Inc., 2003)
words) ome/spellingpretest.pdf

Internet link Pretesting with the Morrison-McCall Spelling List
http://www.spalding.org/images/pdf/learningathome/spellingpretest.pdf

I administered this assessment to: (share The Morrison-McCall Spelling List Assessment is used
info about grade, age, and observed or to provide grade-level norms and to track growth over
perceived needs) the year (McKenna & Stahl, 2009). This assessment was
administered to a fifth grade student who has been

promoted to the sixth grade and is eleven years old.

The list of words used is the one on the McKenna and

Stahl textbook, page 146 and 147. The instructions

indicated to say the word, a sentence using the word,

and repeat the word again. Also that examiner should

continue testing until the student makes five

consecutive errors. I began the assessment and the

student completed the entire list because she didn’t

have five consecutive mistakes. At the end of the

assessment, the student had a total of 33 words

correct. Based on this and McKenna & Stahl guides

(p.147), the student is in between of a fifth and sixth

grade level.

I look for more information about this scale and the

Spalding.org website had more information. Based on

the scale they provide the exact Grade Status is a 6.2. It

can determine that the student is on grade level, but

she would need to keep reinforcing her spelling skills

because she had wrong the following words: led (lead),

fifth (fith), reason (reasone), nearly (nerely), written

(writtin), therefore (therefor), necessary (necesarry),

reference (referance), career (carrier), separate

(seperate), committee (comedy), annual (anual),

principle (principal), acquaintance (acouitness),

discipline (dissapline), and lieutenant (luttenent). Most

of the errors are because she wrote the incorrect vowel

combinations, and didn’t apply the silent “e” rule.

What did I learn from this practice Being the first time that I administer this assessment, I
administration? believe it is useful for a teacher to determine the level
of spelling that need to work with individual students,
What do you perceive as the strengths as well with a whole group. If the assessment is
and/or limitations of this assessment? administered in whole group the teacher can
determine what words to choose in order to benefit
Share personal comments and pearls of the entire class.
wisdom. What might you do differently Like many spelling assessments, this is just a sample of
words, but I consider it is beneficial to determine a
next time? relative grade level. It will also allow teachers to see if
the students not only didn’t know how to spell the
words, but they also didn’t comprehend the meaning
of the word. For example, in this assessment the
student had wrong the word committee, she wrote
comedy. We can see that not only she didn’t spell it
right, she didn’t understand the use of the word in a
sentence.

This assessment can be administered either individually
or as a whole group. For this is important to keep all of
these assessments to be able to track the students’
progress over the school year. If I had the same
student, I would had administer another of Morrison-
McCall spelling list in order to compare it to the first
one and determine if two list will show a correlation
between the results.

Evaluation #__10___ Where did you find this Who is Author/Publisher/Year? Target
Name of Assessment assessment? Audience
San Diego Quick Author: Margaret La Pray and Grades: K -11th
Assessment, Form 1 McKenna & Stahl (2009) Ramon Ross (NSBSD, 2017)
(Comprehension & (p. 180-185) Publisher: Journal of Reading
Word Recognition) Year: 1969
The North Slope Borough (Barrie Blackley, S., 2011)
School District
(NSBSD)Website
http://www.nsbsd.org/c
ms/lib01/AK01001879/C
entricity/Domain/41/San
%20Diego%20Rdg.%20As
sess.pdf

Internet link San Diego Quick Assessment
http://www.nsbsd.org/cms/lib01/AK01001879/Centricity/Domain/41/San%2

0Diego%20Rdg.%20Assess.pdf

I administered this assessment to: (share The San Diego Quick Assessment is a graded word list
info about grade, age, and observed or that examines the ability of students to pronounce
perceived needs) words and determine his/her instructional level
(McKenna & Stahl, 2009). This assessment was

administered to a ninth grade student, promoted to

the tenth grade. The instructions were followed, the

students began his assessment with a seventh grade

word list, which he masters. Then we he did the eight

grade word list, also mastered; ninth grade word list,

just one error; tenth grade, one error; and eleven grade

word list, one error. This student is currently in a STEM

school, so good results were expected, but not at this

level. The errors committed by the student were: ninth

grade level – conscientious, tenth grade level –

gratuitous, and eleven grade level – superannuate.

It can be observed, based on this assessment that the

student estimated reading level is independently at an

eleven grade level or higher. Even when the student

performed at a high level is important to monitor his

development because it seems that the words that are

giving him some trouble are multisyllabic words, in this

case four or more.

What did I learn from this practice This assessment is a good way to identify the word
administration? recognition skills of the students and I found

interesting how this skill can be used to determine the

reading skill and comprehension of the students, even,

What do you perceive as the strengths as McKenna and Stahl (2009) said, there is no actual
and/or limitations of this assessment? reading and no measure of comprehension.
My only concern with this assessment is that, how can I
Share personal comments and pearls of identify if the student can also understand the meaning
wisdom. What might you do differently of these words? The student can be an excellent
reader, but is also important to teach and test the
next time? students on comprehension of the vocabulary they are
reading. This is a limitation that I found, I might tell the
student, you are on an eleventh grade reading level
and my concern is that when the student began
reading any text on this level he can get frustrated
because he is reading excellent, but is not
comprehending. Because the words use are out of their
comprehension level.
Something different that I would do is, first, assess the
student using this word list and then depending on the
results, test the student comprehension using a
passage accordingly with the student’s independent
level in order to combine both results and really
determine if the student is ready for that level. For
example, with this student, I would give him a
comprehension assessment to help me determine if
the results from this current assessment are accurate.

References

Barrie Blackley, S. (2011). What is the San Diego Quick Assessment? Lexercise.com.
Retrieved from https://www.lexercise.com/blog/what-is-the-san-diego-quick-
assessment

Center to Response to Intervention (2017). DIBELS 6th Edition. American Institutes for
Research. Retrieved from http://www.rti4success.org/dibels-6th-edition-phoneme-
segmentation-fluency

Fox, B.J. (2010). Rhyme Awareness and Phonemic Awareness. Education .com. Retrieved
from https://www.education.com/reference/article/rhyme-phonemic-awareness/

Good, R. & Kaminski, R. (2002). Dynamic Indicators of Basic Early Literacy Skills 6th Edition
DIBELS/Administration and Scoring Guide. University of Oregon. Retrieved from
https://dibels.uoregon.edu/docs/materials/admin_and_scoring_6th_ed.pdf

McKenna, M. & Kear, D. (1990). Measuring Attitude toward Reading: A New Tool for Teachers.
International Reading Association. Retrieved from http://www.leadtoreadkc.org/wp-
content/uploads/2012/12/Professor-Garfield-reading-survey-used-by-Lead-to-Read-
KC.pdf

McKenna, M. & Stahl, K. (2009). Assessment for Reading Instruction: Second Edition. New
York: The Guildford Press.

Northwest Instructional N’ Educational Enterprises, Inc. (2003). The Morrison- McCall
Spelling Scale. Retrieved from http://www.nine-enterprises.com/pdf/stg19.pdf

NSBSD (2017). San Diego Quick Assessment of Reading Ability. The North Slope Borough
School District. Retrieved from
http://www.nsbsd.org/cms/lib01/AK01001879/Centricity/Domain/41/San%20Diego%20
Rdg.%20Assess.pdf

Raz-Plus (2017). About the Company. Learning A-Z. Retrieved from https://www.raz-
plus.com/about-raz-plus/about-learninga-z/

Wren, S. & Watts, J. (2002). The Abecedarian Reading Assessment. Balanced Reading.
Retrieved from http://www.balancedreading.com/assessment/abecedarian.pdf