Assignment #2: Assessment Analysis

Submitted By: Diana Glover

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

ASSIGNMENT #2: Assessment Analysis

A. Summary of the Assignment

Submitted By: Diana Glover

Analyzing student test scores of data provided for appropriate placement in reading groups within the class. B. Explanation of Assessments AIMSweb Test of Early Literacy Administration contains four tests. 1. Letter Naming (LNF): Students must identify as many upper and lower-case letter names as possible in a one-minute time-period. This task is appropriate for students at the beginning, middle and end of kindergarten, and the beginning of first grade. The test is administered individually to each student, with hopes of students obtaining a grade level norm score of 40. 2. Letter Sound (LSF): Students must identify as many lower-case sounds as possible in a one-minute time-period. This task is appropriate for students at the middle and end of kindergarten, and the beginning of first grade. The test is administered individually to each student, with hopes of students obtaining a grade level norm score of 25. 3. Phonemic Segmentation (PSF): Students must say the sounds in words that you (teacher, examiner) present orally in a one-minute time-period. The words are three-letter (CVC) or two-letter (CV) words. This task is appropriate for students at the middle and end of kindergarten, and the beginning and middle of first grade. The test is administered individually to each student, with hopes of students obtaining a grade level norm score of 35. 4. Non-sense word(s) (NWF): Requires students to say each sound (or the whole words) in non-real words in a one-minute time-period. This task is appropriate for students at the middle and end of kindergarten, and at the beginning, middle, and end of first grade. It may also be appropriate for monitoring the progress of older children with limited skills in letter-sound correspondence. The test is administered individually to each student, with hopes of students obtaining a grade level norm score of 27.

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C. Factual Information: Test Results

Submitted By: Diana Glover

There are twenty students in Miss Keetows first grade class, with ten boys, and ten girls. LNF: Seven students scored with above average test scores (55+), one boy and six girls. Five students scored with average test scores (54-40), three girls and two boys. Six students scored with below average test scores (39-0), five boys and one girl. Students performance overall was below average/average. LSF: Twelve students scored with above average test scores (40+), four boys and eight girls. Four student s scored with an average test scores (39-25), three boys, and one girl. Four students scored with below average test scores (24-0), three boys, and one girl. Students performance overall was above average. PSF: Fourteen students scored with above average test scores (50+), seven boys, and seven girls. Three students scored with average test scores (49-35), two boys, and one girl. One student scored with below average test scores (34-20), a girl. Two students scored with well below average test scores (19-0), one boy, and one girl. Students performance overall was above average/average. NWF: Fifteen students scored with above average test scores (40+), eight girls, and seven boys. Two students scored with average test scores (39-25), both boys. Two students scored with below average test scores (24-10), one boy and one girl. One student scored with well below test scores (9-0), a girl. Students performance overall was above average. D. Interpretation of Data I used all the students individual test scores provided to determine the reading group which students will be placed in. There will be four reading groups. 1. Above average. I determined that students who scored above average on all of the tests given will be placed in this group. While students in this group did score above average, it could be possible for a student(s) needs to move to group two (Above average/ average.).

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ASSIGNMENT #2: Assessment Analysis

This group will consist of five students:

Submitted By: Diana Glover

A.) Robin Banks who scored 60 with a target score of 40 in LNF, 43 with a target score of 25 in LSF, 50 with a target score of 35 in PSF and 46 with target score 27 in NWF. B.) Anna Mull who scored 69 with a target score of 40 in LNF, 67 with a target score of 25 in LSF, 59 with a target score of 35 in PSF and 61 with a target score of 27 in NWF. C.) Carrie Oakie who scored 65 with a target score of 40 in LNF, 49 with a target score of 25 in LSF, 70 with a target score of 35 in PSF and with a target score of 27 in NWF. D.) Rick OShae who scored 55 with a target score of 40 in LNF, 41 with a target score of 25 in LSF, 59 with a target score of 35 in PSF and 67 with a target score of 27 in NWF. E.) Paige Turner who scored 73 with a target score of 40 in LNF, 54 with a target score of 25 in LSF, 63 with a target score of 35 in PSF and 73 with a target score of 27 in NWF. 2. Above average/ Average. I determined that the students who scored with at least three or two above average scores on the tests given, but may have had one or two average/below average/well below average score will be place in this group. I feel that they are not quite above average or average. They are in between and have the potential to move to the above average reading group. This group with consist of six students: A.) Candi Barr 69 who scored with a target score of 40 in LNF, 49 with a target score of 25 in LSF, 33 with a target score of 35 in PSF, and 85 with target score 27 in NWF. B.) Rhoda Booke who scored 40 with a target score of 40 in LNF, 47 with a target score of 25 in LSF, 58 with a target score of 35 in PSF, and 40 with target score 27 in NWF. C.) Ann Chovie who scored 59 with a target score of 40 in LNF, 46 with a target score of 25 in LSF, 44 with a target score of 35 in PSF, and 45 with target score 27 in NWF. D.) Ella Mentry who scored 43 with a target score of 40 in LNF, 56 with a target score of 25 in LSF, 70 with a target score of 35 in PSF, and 58 with target score 27 in NWF. E.) Jack Potts who scored 40 with a target score of 40 in LNF, 44 with a target score
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ASSIGNMENT #2: Assessment Analysis

Submitted By: Diana Glover

of 25 in LSF, 66 with a target score of 35 in PSF, and 51 with target score 27 in NWF. F.) Justin Tyme who scored 50 with a target score of 40 in LNF, 58 with a target score of 25 in LSF, 69 with a target score of 35 in PSF, and 58 with target score 27 in NWF. 3. Average. I determined that the students who scored with at least two scores of above average or average, but also may have scored with scores of below average or well below will be places in this reading group. These students have the potential to move to above average/average or even above average reading group. This group will consist of five students: A.) Barbi Dahl who scored 46 with a target score of 40 in LNF, 32 with a target score of 25 in LSF, 58 with a target score of 35 in PSF, and 22 with target score 27 in NWF. B.) Harrison Fire who scored 38 with a target score of 40 in LNF, 37 with a target score of 25 in LSF, 62 with a target score of 35 in PSF, and 49 with target score 27 in NWF. C.) Pete Moss who scored 39 with a target score of 40 in LNF, 38 with a target score of 25 in LSF, 63 with a target score of 35 in PSF, and 39 with target score 27 in NWF. D.) Tate Urchips who scored 50 with a target score of 40 in LNF, 45 with a target score of 25 in LSF, 10 with a target score of 35 in PSF, and 41 with target score 27 in NWF. E.) Luke Warm who scored 39 with a target score of 40 in LNF, 37 with a target score of 25 in LSF, 44 with a target score of 35 in PSF, and 45 with target score 27 in NWF. 4. Below Average. I determined that students who scored with at least two scores of below average will b placed in this group. Again, students have the potential to move to a higher reading group. This group will consist of four students: A.) Scott Free who scored 31 with a target score of 40 in LNF, 21 with a target score of 25 in LSF, 72 with a target score of 35 in PSF, and 20 with target score 27 in NWF. B.) Chandra Lear who scored 31 with a target score of 40 in LNF, 24 with a target score of 25 in LSF, 19 with a target score of 35 in PSF, and 4 with target score 27 in NWF. C.) Matt Tress who scored 34 with a target score of 40 in LNF, 24 with a target score of 25 in LSF, 37 with a target score of 35 in PSF, and 37 with target score 27 in NWF.

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ASSIGNMENT #2: Assessment Analysis

Submitted By: Diana Glover

D.) Jay Walker who scored 31 with a target score of 40 in LNF, 23 with a target score of 25 in LSF, 63 with a target score of 35 in PSF, and 33 with target score 27 in NWF. E. Additional Information I would like to know if any of these students have any special needs, like; if they have an IEPs, are they ELL/ESL learners? Are any of them on speech IEPs, do any of the students have behavior issues? Have any of them been classified with SpEd services? Did the students get a good nights right the night before, did they eat breakfast or lunch? Is there a family problem at home that may affect the student with their school? Were any of the students in an environment where they could have become distracted?? These are some of the questions I would ask to obtain additional information.

F. Reflection When I first read through and thought about this assignment I thought Oh no, this is going to take forever to complete and to get right. Nevertheless, after doing the activity in class, I felt a little more at ease about it. As I started to think of ways to determine the reading groups, I got myself overwhelmed in the process. After taking a step back, and reminding myself that a childs/students life is not on line, and if I make a mistake by placing a student(s) in the wrong reading group I can always change it. The hardest part though was breaking down the test scores data to determine where a child/student should be places. I believe that after I have more practice and a better understanding of how to analyze the test scores, I can become more relaxed and dominate of placing/groping students in the correct group for them.

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