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Proposed Assessments Assessments are a necessary part of teaching instruction.

These evaluations provide students feedback on where their strengths and weaknesses may be, but most importantly, they provide feedback to the teacher about the effectiveness of the instruction. For my student involved in this case study, I have chosen to do five different assessments none of which is very time consuming, but I feel would be effective. This student presents a variety of challenges; however, I have chosen to focus on consonant and vowel letter recognition and sound, story retell and comprehension, and increasing her sight word knowledge. These challenge literary skills that are universal in all subjects and would help in her overall school performance. To increase consonant and vowel letter recognition and related sounds, I have selected to use both formal and an informal assessment. The formal assessment will consist of using a Phonics Inventory ( ), in conjunction with the Instant letter recognition chart (Birsh, 2011, p. 155). These two tools will aide in my ability to identify which letters she is having difficulty identifying and voicing, and what strategies I may be able to use to help her. I hope to see improvement of above 80% by the end of the school year. The third assessment, an ABC book, is my way of informally assessing my student. The use of this book will help her find and identify pictures or words relating to specific letters,

therefore, demonstrating knowledge of letter name and sound. An example of this would be Q- a picture of the Nestea rabbit for the milk additive Quik. Another area of concern for my student is her sight word knowledge base. To increase her basic sight words I have chosen to have my student read from the Dolch Basic Sight Word List (Idol, 1997, p. 93) and using the sight word assessment tool ( my marking the correct and incorrect words read. For this assessment, I will also have my student do some self-monitoring by marking in a journal “Words I Know” to help her to visualize her accomplishments. This assessment I plan on doing three times with my student to see if this tool is working for her with the hope of seeing some growth. It is my expectation that she will be able to increase from a ≤50% sight word base in the 3rd grade to 70% on the same sight word list by the end of the school year. The last major challenge I have chosen to address with my student is in her lack of ability to comprehend or retell what she has currently read. I will support in building her comprehension through a variety of activities. I have decided to use Daily Comprehension Questions of Who, What, When, Where, Why and How as shown in Exhibit 5.9 (Idol, p. 120) and to assist her in filling out The Critical Thinking Map Method of a story (Idol, p. 121). This will be done informally. The use of these two tools will support her in the ability to recall what she has read and then be able to share with someone else the details her reading.

The assessments I have chosen will give me a firm understanding of my student’s accomplishments, as well as to direct instruction. There may be other challenge areas that appear as she improves her sight word base and as the texts she decides to read get increasingly harder. Change in instruction and new assessments will then need to be done to ensure her academic success.