Reading

DIVISION TRAINING
ON TEACHING
Assessme
nt
In the New
READING USING
MULTIMODAL
APPROACHES
Normal
YOLANDA R. GANIO
Learning Facilitator
1 STATION
st

Let’s engage!
MATHE-
READ!
no. of words – no. of miscues X 100
No. of words

Formula in computing the Oral Reading Score

 no. of words read X 60
reading time in seconds

Formula in computing the Speed Rate/ Fluency

 no. of correct answers X 100
no. of questions

Formula in computing the Learner’s Comprehension

• Interpret/Decode the meaning of the
equation below:

R=D x
READING
LC DECODING LANGUAGE
COMPREHENSION COMPREHENSION
TERMINAL OBJECTIVE:
• follow and apply the appropriate
processes in the conduct of reading
assessment in the new normal to
support achievement in reading
among learners.
ENABLING OBJECTIVES:
• discuss the concept, importance and
guidelines in conducting reading
assessment and interpreting results;

• identify the types or components of reading

assessment using the PhilI-RI as model;
ENABLING OBJECTIVES:
• Identify the process flow of conducting
reading assessment in the new normal;

• Show appreciation on the proper conduct of

reading assessment by active participation
in the engaging activities.
 DRAPITE, L
ALLAM, A A.
PUPILS

BALSITA, C R.
NAME OF
GENDER

Grade Level Passage

M Grade 2
M Grade 3
M Grade 3
Set Passage

WORD RECOGNITION

READING COMPREHENSION

Reading Profile Per Passage

Grade Level Passage

2
2

C Ind Frus Frus Grade

C Ind Frus Frus Grade
B Ind Frus Frus Grade

Set Passage
A
A

WORD RECOGNITION
Class Reading Profile

Ind
Ind

READING COMPREHENSION
Frus
Frus

Reading Profile Per Passage

1 D Ind Ind Ind
Frus
Frus

Grade Level Passage

1
1
Grade
Grade

Set Passage

WORD RECOGNITION

READING COMPREHENSION

Reading Profile Per Passage

D Ind Ind Ind
D Ind Ind Ind
2nd STATION

Let’s transform!
 Purpose of Reading
• Assessment
monitors progress and communicate
achievements
• allows the teacher to
• place pupils in appropriate reading groups and
create center work that promotes specific skill
development
Purpose of Reading
Assessment
• identify pupils who need additional help or even
intervention and learners with special needs.
• understand the strengths and needs of the
learners

• continue the development of learners as

readers
3rd STATION

Let’s unify!
GUIDELINES ON CONDUCTING
ASSESSMENT
1. Recognize your role as an assessor
2. Develop rapport
3. Clarify your purpose
4. Recognize diversity
5. Regard the learners with respect
GUIDELINES ON INTERPRETING
ASSESSMENT RESULTS
1. It describes performance

2. It provides estimates

3. Refrain from stereotyping

4. It should inform instruction
 ETHICAL ISSUES AND
AssessmentRESPONSIBILITIES
materials must
• be written with the Filipino child in mind.
• embrace learners’ diversity
• not offensive to pupils of different gender, race, religion
and culture.

The child must be treated with respect at all times.

The test must take place in a non-threatening
environment.
4th STATION

Let’s work on it!

 TYPES OF READING ASSESSMENT
Screening ( Phil-IRI
GST)
• First step in identifying learners who are at risk for delayed
development and in need further diagnosis of their reading
instruction
• administered to Grades 3-6 pupils and done usually
between July and August
• Tells whether pupils are reading at, above, or below their
grade levels
 TYPES OF READING ASSESSMENT
Screening ( Phil-IRI
GST)
• The GST has the following features:
• There is screening test for each grade level
• Each test includes 3-4 selections with 20 multiple
choice items
• Cut-off raw score is 14.
• Those who score 13 and below are referred for further
testing.
 TYPES OF READING ASSESSMENT
Diagnostic (Individualized
Assessment)
• Provides in depth information regarding the learners skills in
a particular area of reading.
• Following screening when pupils are not making adequate
progress
• Administered to selected pupils as indicated by screening.

• Provides specific information on target skills

 TYPES OF READING ASSESSMENT
Diagnostic (Individualized
Assessment)
• Determine the pupil’s independent, instructional
and frustration levels for the following literacy tasks:
Oral Reading and comprehension
Listening comprehension
Silent Reading Comprehension
TYPES OF READING ASSESSMENT
Diagnostic (Individualized
Assessment)
 Oral Reading and Comprehension
 Identify the pupil’s miscues in oral reading
 Record the number of words that a student
reads per minute
 Find out how well a pupil understands the
passage read
Oral Reading and
Comprehension
 Domains being assessed:

1. WORD RECOGNITION
While a pupil reads a selection, the teacher
holds the same copy and records miscues
committed:
Miscues…
a. Omission – occurs when the reader omits a
word/s, parts of a word, a phrase or a sentence.
Oral Reading and
Comprehension
 Domains being assessed:

1. WORD RECOGNITION
Miscues
b. Substitution– noted when a real word(words)
is substituted for the word in the text.

c. Mispronunciation – the word is pronounced

incorrectly.
Oral Reading and
Comprehension
 Domains being assessed:

1. WORD RECOGNITION
Miscues…
d. Insertion– results when a word/words is
inserted in the passage.

e. Repetition – occurs when a word

or phrase is repeated.
Oral Reading and
Comprehension
 Domains being assessed:

Miscues…
f. transposition/reversal - occurs when the
order of a word or words in the text is reversed
or transposed.
• A child’s word recognition skill may be
influenced by his phonological awareness
and alphabet skills.
Oral Reading and
Comprehension
 Domains being assessed:

2. FLUENCY
• Measures how many words a child reads correctly in
one minute. Words that are skipped or pronounced
incorrectly are not counted

• The number of correct words read is counted and this

total equals a pupil’s oral reading fluency rate.
Oral Reading and
Comprehension
 Domains being assessed:

3. COMPREHENSION
• Letting the learner read a passage appropriate
to his age or grade level and asking questions
about the text.

• Measures the learner’s understanding on the

meaning of a given text.
TYPES OF READING ASSESSMENT
Diagnostic (Individualized
Assessment)
Listening Comprehension
 administered when the student is non-
reader.
 aims to find out how well a pupil
understands the selection read by the
teacher.
TYPES OF READING ASSESSMENT
Diagnostic (Individualized
Assessment)
Silent Reading Comprehension
 Optional activity which may be administered
after the oral reading to further check the
pupil’s comprehension skill.
 TYPES OF READING ASSESSMENT
Progress Monitoring
• Determines through frequent measurement if pupils
are making adequate progress or need more
intervention to achieve grade level reading outcomes

• Given to all pupils at a given time at critical decision

making points.
 TYPES OF READING ASSESSMENT
Progress Monitoring

• Data gathered describing the pupil’s reading

performance are used to design intervention program
(i.e.remedial reading program or adjusted
instruction)
 TYPES OF READING ASSESSMENT
OUTCOMES (POST TEST)
• Provides a bottom-line evaluation of the effectiveness of the
reading program or reading interventions in reaction to
established performance levels.

• Administered at the end of the SY and can be administered

pre/post to assess overall growth.
STAGES IN THE ADMINISTRATION OF PHIL-
STAGE 1
IRI

Initial Screening (Phil-IRI Group Screening Test)

If Raw Score is < 14: If Raw Score is > 14:

- Student undergoes further assessment - Student continues receiving classroom
instruction
- No need to undergo further testing
- No need for reading remediation

DISCONTINUE
 STAGES IN THE ADMINISTRATION OF
STAGE 2 PHIL-IRI
Administration of the Phil-IRI Graded
Passages
(Individual Administration)
(Oral Reading English/Filipino)

Administration of the Phil-IRI Listening

Pre-Test for English/Filipino

Administration of the Phil-IRI Pretest

(Silent Reading English/Filipino)
(Optional for Readers; Not to be Administered
for Non-Readers)
STAGES IN THE ADMINISTRATION OF
STAGE 3 PHIL-IRI
Provision of Reading Intervention
Student is given individualized/small group instruction

STAGE 4

Administration of the Phil-IRI Posttest

(English/Filipino)
(ProgressReports to be submitted to the Principal)
5th STATION

Let’s volt in!

 GUIDELINES ON LEARNERS’
ASSESSMENT
Assessing learners’ performance must be in
UNDER THE “NEW NORMAL ”
compliance to DepED Order No. 8, s. 2015 entitled “Policy
 

Guidelines on Classroom Assessment for the K-12 Basic

Education Program”.
 
As education is transitioning to an era of “New
Normal”, it is imperative to align education and learning
activities to suit to the call of the times without
necessarily nullifying the right of every Filipino child to
basic education.
 
Uniform and standard Modules across all
learning areas are available for use by learners
(following the processes in module writing,
aligned with MELC). The Regional Office
develops the Key Stage Exit Assessments,
Schools Division Office prepares the quarterly
examinations, and schools prepare the monthly
summative tests.
 MELC aligned
Modules are in
place

RO through CLMD develops

Key Stage Exit Assessments

Schools through teachers/SHs

SDO through CID prepares
prepare monthly/summative
quarterly examinations
tests

Assessment
tools produced

Deped Order No. 8, s. 2015

Assessment in the New Normal
• Formative Test Done in Home Learning

 Online or Modular (printed/digital) Approach

 Should be recorded but not graded

 Results shall be validated during the

assessment period.
Assessment in the New Normal
• Monthly Summative Test,
Practical/Performance Based Test/Quarterly
Tests
 Shall be done to track learners’
performance

 Recorded and graded

Assessment in the New Normal
Practical Tests
Can be given to learning areas that require
performances
Options for Practice/Performance Based Test
1. ACTUAL for those who do not have the
necessary gadgets for recording
2. Submission of AUDIO/VIDEO recording for
those who have gadgets
Assessment in the New Normal
1. Learners shall be instructed to go to the nearest
Covid 19 Free Community Centers for the monthly,
quarterly, and performance based/ practical test
with strict compliance of the IATF protocols

2. Teachers, School Heads, PSDSs, EPSs, Chiefs,

and other knowledge bearers shall be serving as
proctors in the community centers.
Assessment in the New Normal
3. Proctors shall be sending/bringing the results to
the assigned teachers of the learners.

4. Assigned teachers shall record and analyze

results and give feedback to learners.

Note: In extreme cases where (f2f) assessment is not allowed teachers through SHs, PSDs,
EPSs, Chiefs shall convert the printed copy to digital and shall be administered online.
D.O 8 series 2015
Modalities in the conduct of
reading assessment during the
new normal
• Modular – printed or digital
• Blended (Modular + other modalities)
• Online ( one on one)to those with internet
connectivity with the guidance of parents.
• Audio/Video
 PROCESS FLOW ON GST ( MODULAR)

-The teacher The learner Parent/para- Teacher checks

prints the teacher brings
takes the test back the
for recording
material and
with the accomplished and analysis.
the assigned
bearer guidance of GST material to
the bearer or to the
(BO/mobile
teacher or through
teacher) parent/para- the drop box
delivers it to the teacher. system.
pupil.
- Through drop
box system
 PROCESS FLOW ON GST (ONLINE)

The teacher The learner

answers the Parent sends
sends/ Teacher
test with the back the checks
uploads
guidance of accomplished for recording
the material GST material
the parent/ and analysis.
to the learner. para-teacher. to the teacher.
 PROCESS FLOW FOR INDIVIDUALIZED
ASSESSMENT
ORAL READING (Modular)
Miscues
The teacher Learner performs committed Results will be
prepares and the oral reading and the time sent back to
prints the test with the consumed in the teacher for
guidance of reading the recording
materials and the parent or
passage, and and analyzing.
tools. para-teacher. scores in RC are
recorded.
Once the reading difficulties are identified, the
following are recommended:

The teacher Knowledge The para- The teacher

prepares teacher(any tracks progress,
bearer
knowledgeable conducts further
LMs for carries and member of the remediation or
reading distributes family) assists/ possible
practice the guides the adjustments
and reading materials. child in based on the
performing the results.
tests.
tasks.
PROCESS FLOW FOR INDIVIDUALIZED ASSESSMENT
ORAL READING (audio or video recordings)

The The learner The recorded The teacher

reads the audio or listens or
teacher watches while
sends the passage , video shall be
she writes the
while the sent back to
material to miscues, the
para-teacher the teacher. time consumed
the learner. records. and the score in
the reading
comprehension
are recorded.
Once the reading difficulties were identified, the following
are to be undertaken:

The teacher The teacher With the The learner then

prepares audio/ sends the guidance of the takes the reading
video recorded recorded para-teacher, the test by recording
reading materials along learner practices it then sends it
exercises . with a printed using the back to the
reading test to recorded teacher.
the learner. materials.
 PROCESS FLOW FOR INDIVIDUALIZED ASSESSMENT
READING COMPREHENSION(Modular)

The teacher The learner,

prepares and prints
Parent/ The teacher
varied reading with the para-teacher then tracks the
selections with guidance of brings/sends progress of the
comprehension
questions ( reading parents or pupil for
activity sheets)and para-teacher,
back to the adjustment of
the assigned bearer
(BO/para-teacher) accomplishes teacher . instruction.
delivers it to the
pupils.(if online,
the tasks.
send it via online).
PORTFOLIO ASSESSMENT
• Form of alternative • Purposeful,
assessment systematic process
intended to of collecting and
accumulate evaluating pupil’s
evidence to products to
measure growth document progress
over time of a toward the
student’s attainment of
performance. learning
THE CHARACTERISTICS OF PORTFOLIO
ASSESSMENT:
1. It is a form of assessment that the pupils do with their teacher.

2. It is not just a collection of pupil’s work but a selection.

3. The criteria for selecting and assessing the portfolio contents

must be clear to both pupils and teacher at the start of the
process.

4. The entries can demonstrate learning and growth in all learning

competencies.
THE PURPOSES OF PORTFOLIO
ASSESSMENT:
1. Gives a profile of a learner’s ability in terms of depth, breadth,
and growth

2. Promotes independent and active learners

3. Caters to individuals in a heterogeneous class

4. Develops social skills and provides opportunities for pupil –

teacher dialogues.
ADVANTAGES OF PORTFOLIO
ASSESSMENT
1. It can monitor the learning progress of a pupil at a given period.

2. It is embedded in instructions.

3. It can provide documentary evidence of learning to teachers,

parents, and stakeholders.

4. It can foster teacher-pupil/ parent-child collaboration in the

teaching learning process.
TYPES OF PORTFOLIO :
• Collection – consists of folder that holds samples of a learner’s work.

• Display/ Showcase portfolio- a box containing selection of work

documenting a learner’s progress.

• Teacher/pupil assessment portfolio (Documentary Portfolio)- collection of

documents
- copies of work in the learner’s display portfolio, tests,
anecdotal notes, conference and contacts with parents.
LEARNER’S PORTFOLIO/E-
PORTFOLIO:
LEARNER’S PORTFOLIO/E-
PORTFOLIO:
Application • How will you make your
: school reading program
effective in the New
Normal?
KEEP IN MIND
On assessment: measure
what you value instead of
valuing only what you can
measure
THANK
YOU!