Assessment Experience Results and Report

by Kayla Eguen

Point Running Record Report

s
5 pts. Student Data:
Sparkle, 5th grade, 10 years old, whose favorite subject is math. Her favorite book is Amulette and she likes
dogs.

10 Name and purpose of procedure (protocol/assessment):

pts.
Be sure to use the purpose statements from Tompkins and Words their Way.
Running Record— Running records are assessments used to assess student reading using regular reading
materials. This assessment is used to examine student’s phonemic awareness, fluency, vocabulary,
comprehension and many other components of literacy development. After running records are used, then the
teacher looks at the words that the student got wrong and look at the miscue analysis to describe what words a
student got wrong and why they may have, whether it’s a visual error, syntax error, or meaning error.

10 Results of the assessment. (aka – data/numbers):

pts.

Sparkle is at a first-grade instructional reading level because she read the Pig the Pug passage with a 94%
accuracy. The passage is a DRA level 18/Lexile 260 which is considered a grade level 1 for that passage. I
started the running record with the level 3 passage for The Legend of Rock Paper Scissors. She missed 7 out
of 53 words which gave her a score of 87% accuracy. This put this passage at her frustration level. Of the 7
words that she missed, three of them were teacher assist. She needed teacher’s assistance for the words
scissors, matches, and joyous. The words that she tried to read and missed were became, went, in, and
struggle. For the word became and she said become (MSV), for went she said wanted (V), for in she said into
(V), and for struggle she said strangest (V). For the three comprehension questions, she scored a 1 out of 3.
This meant that she did not comprehend the passage that she read.

After we read the third grad passage, we went down a level to the second-grade passage for “Owl Diaries: Eva
Sees a Ghost”. This passage was a grade level 2, DRA24/Lexile 540. She missed 8 words out of 49 in this
passage. The words that she missed were Eva, Wingdale, Treehouse, Woodpine, Luck, Beakman, tree,
Featherbottom. She had one self-correction for the word Mrs. she initially said Ms. and then corrected it. For
the word Wingdale she needed assistance from me. For the word Eva she said Ava (MSV), for Treehouse she
said Threehouse (MSV), for Woodpine she said Woodfill (SV) and then asked for assistance. For the word
Lucy she said Luck (MSV), for Beakman she said Balcoman (SV), for tree, three (SV); and for Featherbottom,
Feetherbottom (MSV). For this passage, she scored an 82% which is still the Frustration level. Her
comprehension was a 1 out of 3 which shows lack of comprehension of the text. As a result, I went down to the
first-grade passage.

The final text that I had her read was the passage “Pig the Pug” which is a DRA18/Lexile260 reading level. She
only missed 3 out of 53 words for this passage, which put her at a 94% instructional level. The mistakes she
made here were mainly visual and sound. She misread dog for dogs (MSV), you’ve for you’ll (SV), and for
Trevor she needed my assistance to pronounce it. This helped me to come to the conclusion that she is at a 1 st
grade, instructional reading level.
10 1 Teaching strategy from Tompkins or WTW:
pts.
Select a strategy that you might use with your students based on the results of the assessment. Describe the
strategy and why it would help your student.  Identify the CCCS it would meet. You may also describe the
strategies you have already used during tutoring.
Since Sparkle is in first grade reading level, I picked a book that was between a first-grade and third-grade
reading level “DogMan Unleashed” by Dav Pilkey. My strategy with using this book was to use pictures as to
assist with comprehension. The first time that we read the beginning of the book she had trouble
comprehending because of some unfamiliar words in the text. So, I reassessed my strategy and decided to
pick out difficult words from the text and go over them, and their definitions, before reading the text. As a result,
she was able to comprehend what she read a lot better. I had a list of difficult words from the text and read
them to her and had her repeat the word to me. Then, I had told her the definition of the words and had her
write them down in her notebook. Then, we read the passage from the story and I asked her comprehension
questions at the end. This, time she was able to comprehend the text much better than the first time. She even
remembered specific details from the text, such as the characteristics of the characters.

5. Personal Reflection of assessment experience:

pts.
What were the strengths of this assessment? What were the challenges?

This assessment was very important and helped me to understand how to assess reading levels of my
students. I learned a lot from doing the running record on my Sparkle. I was in a better position to pick a book
that would help her to grow as a reader. I’m glad that I was able to use this assessment and experience how it
works on an actual student. One of the challenges with doing the running record is keeping pace with the
reader and listening out for those mispronounced words and writing down what they said. With more practice
I’m sure that this challenge would become obsolete. Another challenge I had was with the MSV it was difficult
for me to think about if the words that were mispronounced were because of meaning, structure, or visual.
However, I feel that with more practice analyzing running records, this challenge would become a strength.

5 pts. Grammar and professionalism:

Grammar includes using proper APA. References, and citations should be included for the course text books.

10 Protocol attached:
pts.
Total:
50
pts.

Point ESI/PSI Report

s
5 pts. Student Data:
Sparkle, 5th grade, 10 years old, who’s favorite subject is math. Her favorite book is Amulette and she likes
dogs.
10 Name and purpose of procedure (protocol/assessment):
pts.
The ESI is a word list that increases in difficulty as you go down the list. This assessment can be used from
grades 1 to 6 but it is recommended to be used for grads 3 to 5. This is because by third grade many students
will have come across the words on this list. The ESI gives a reliable scale of the student’s developing word
knowledge.

10 Results of the assessment. (aka – data/numbers):

pts.
Sparkle is at a middle-late letter-name alphabetic spelling stage because she got 2/2 for initial consonants, 5/5
for final consonants, 4/5 for short vowels, 4/6 for diagraphs, 6/7 for blends, 0/7 for other vowels, 1/5 inflected
endings, 1/5 for syllable junctures, 2/5 for unaccented final syllables, 0/5 for advanced affixes, and 0/5 for bases
or roots. Below are the words that she misspelled and how she spelled them.

When—w-e-n
Lump—l-o-p
Float—f-l-o-t
Train—t-r-a-n
Bright—b-r-i-e-t
Shopping—s-h-o-p-i-n-g
Spoil—s-p-o-y-o-l
Serving—s-r-v-i-n-g
Chewed—c-h-o-d,
Carries—c-e-r-e-y,
marched—m-o-r-c-h-t,
shower—s-h-o-r-e,
bottle—b-o-d-o-l,
favor—f-a-v-r-e,
ripen—r-i-e-p-e-n,
cellar—s-e-l-a-r,
pleasure—p-l-e-c-h-r,
fortunate—f-o-c-h-i-n-i-t,
confident—c-o-n-f-i-n-t,
civilize—s-i-v-l-i-e-s,
opposition—a-p-s-i-c-h-i-n.

10 1 Teaching strategy from Tompkins or WTW:

pts.
Select a strategy that you might use with your students based on the results of the assessment. Describe the
strategy and why it would help your student.  Identify the CCCS it would meet. You may also describe the
strategies you have already used during tutoring.
A teaching strategy that I would use for her is to start her of with the “A Step Backward Is a Step Forward”
sorting strategy. This strategy focuses on what the student already knows, words and sounds that the student is
 familiar with, and sort those words into categories. For example, Sparkle is in the middle-late Letter name-
alphabetic stage. So, to start her off, I would give her words that begin and end with consonants and words that
use short vowels and have her sort into two categories. This will help her form a strong foundation in the late
emergent—early letter name-alphabetic stage. Thus, she will be set up for success and have more experiences
with success when learning middle name-alphabetic words. I would make sure that the words that I pick are
words that she already knows how to read and that are not challenging for her.
5. Personal Reflection of assessment experience:
pts.
What were the strengths of this assessment? What were the challenges?
The strengths of this assessment were that it gives a clear picture of where the student is in their spelling. I was
able to notice where the student’s spelling began to breakdown and become more challenging for her. This
gives me the opportunity to build upon her spelling from where she is and not go too advanced. The more that I
work with her in her spelling the better her reading will become as a result. Reading, spelling, and writing all go
hand in hand, if one of these elements are off, then it’ll be difficult for the student to read and comprehend.

5 pts. Grammar and professionalism:

Grammar includes using proper APA. References, and citations should be included for the course text books.

10 Protocol attached:
pts.
Total
:
50
pts.

Point Writing Analysis Report

s
5 pts. Student Data:
Sparkle, 5th grade, 10 years old, who’s favorite subject is math. Her favorite book is Amulette and she likes
dogs.

10 Name and purpose of procedure (protocol/assessment):

pts.
Be sure to use the purpose statements from Tompkins and Words their Way.
Assessing writing in Tompkins
10 Results of the assessment. (aka – data/numbers):
pts.
After reading Sparkle’s writing it seems to me that she is in the beginning stages of writing. Her writing is
understandable and about some of her observations and experiences. She used a few descriptive words in her
writing and has expresses some of her emotions. Her punctuation is nonexistent and uses phonetic spelling to
write. She also spells some words correctly and writes in short sentences but does not include periods to close
the sentence.

10 1 Teaching strategy from Tompkins or WTW:

pts.
A strategy that I would use with Sparkle is the Double-Entry Journal Writing strategy from Tompkins. This
strategy has students write in two columns in their journal different facts, questions, or quotes in the left column
and then they write their reflections in the left column. This strategy gives students the opportunity to focus on
the story that is read and its details and reflect on why it is important to them or why it stood out to them. This
will help Sparkle because it gets her into the practice of writing. I would start off this double journal entry
strategy by starting off with her writing the punctuation in the left column and then in the right column write
when and how it is used in writing. This will help her to have a reference to go back to and better understand
when to use punctuation when writing.

5. Personal Reflection of assessment experience:

pts.
What were the strengths of this assessment? What were the challenges?
The strength of this assessment is that it comes directly from the student’s mind, without much prompting. This
allows the student to be creative and write what’s on their mind or whatever they want to write about. As a
result, I am able to assess the student’s freewriting by looing for key elements of what make a good writer. I
can see where the student is at because the writing has come straight from their mind. The challenge was
finding a writing strategy that would work for Sparkle’s situation.

5 pts. Grammar and professionalism:

Grammar includes using proper APA. References, and citations should be included for the course text books.

10 Protocol attached:
pts.
Scan and attach completed student assessment protocols.
Total:
50
pts.