Kristin Hensley

ELM-305: Foundational Literacy Skills and Phonics

Kelli Moore

3/13/22

Assessments for Reading Chart

General Screening Assessments
Definition: Links to three website examples:
General screening assessments are given to students at the beginning of the
https://pals.virginia.edu/
school year to gauge what they know as well as identify any students who may
http://www.renaissance.com/assess
be at risk in literacy. These assessments are normally given to the entire class
http://www.aimsweb.com/
unless specific accommodations or modifications are previously known within

an IEP or support plan (Reading Rockets).

Describe the purpose:

The purpose of general screening assessments is to find out the academic levels

of your students, and to find any students who might identify as struggling

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readers or need further evaluations. These assessments are fast and take no time

to administer so that results are quick and relatively easy to read (Reading

Rockets).

Describe to whom is it administered:

General assessment screenings are given to the entire class, and its content is

made up of the same material, unless modifications and accommodations are

previously known through an IEP or support plan.

Describe when it is given:

General assessment screenings are given at the beginning of the school year.

Grade level: K-3

100–150-word explanation of how this assessment is beneficial and what

challenges you might encounter when implementing:
The general assessment screening is beneficial for students in the K-3 setting to

help measure a student’s academic ability as well as identify any struggling

learners, or students who may need further evaluation. These assessments are

fairly easy and quick to administer so they don’t take much time away from

instruction and can help and educator identify where to start within their

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curriculum. Some problems that could arise from these assessments come from

students who have not been identified as learning disabled as well as gauging a

student’s academic levels based on a single test instead of work samples and

other means of expression, as some students may struggle with test taking

(Gorski, Johnson, & Pool).

Diagnostic Testing Assessments

Definition: Links to three website examples:
Diagnostic testing assessments are given to students when there are certain https://www.readnaturally.com/article/signs-for-
sounds-assessment-packet
skills that need to be assessed regarding certain components of Literacy. The
https://www.readingrockets.org/article/informal-
results of these assessments help identify interventions and supports that need to reading-inventory-qualitative-reading-inventory

be put in place to help students in problem areas (Reading Rockets). https://pdtoolkit.pearsoncmg.com

Describe the purpose:

Diagnostic testing assessments are used for students who show struggles in

reading. These assessments break down important components such as

phonemic awareness, fluency, phonics, vocabulary, and comprehension, to

assess any gaps in academic ability and what supports, or interventions can be

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placed to assist the student academically (Reading Rockets).

Describe to whom is it administered:

Diagnostic testing assessments should be administered to students who have

been identified as struggling, and to students who are still not meeting their

learning goals, even after receiving interventions or supports.

Describe when it is given:

Diagnostic testing assessments should be given at the beginning of the year,

once a student is identified as a struggling learner, and then throughout the year

while progress monitoring, and when evaluating data shows that the student is

not improving or meeting their goals (Munger).

Grade level: K-5th

100–150-word explanation of how this assessment is beneficial and what

challenges you might encounter when implementing:
Diagnostic testing assessments are beneficial in the classroom to assess students

in certain literacy skills that they are struggling with. These tests are generally

administered by a specialist, reading teacher, or special educator to look at the

interventions and supports and place and provide a more targeted intervention

or determine whether or not a student may have an educational disability that

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requires time in Special Education, or if the intervention that were in place,

weren’t implemented correctly. Some challenges with diagnostic testing

assessments are ensuring that the interventions in place match the criteria

needed to support the student is readily available in your school and focusing

the needs and interventions of a student on one test instead of their work

throughout a given time. Students may have an off day, which could mean that

their results are not a product of what they can do (Marion, 2020).

Progress Monitoring Assessments

Definition: Links to three website examples:
Progress monitoring assessments are used throughout the school year to https://www.easycbm.com/

measure the student’s overall progress during the school year or to see a http://pmfocus.org/

student’s progress towards their learning goals (Reading Rockets). http://www.studentprogress.org/

summer_institute/2007/Written/
Writing_Materials_2007.pdf
Describe the purpose:
Progress monitoring assessments are used to measure a student’s overall

progress and where they are in regard to their specific learning goals, or towards

a specific skill.

© 2019. Grand Canyon University. All Rights Reserved.

Describe to whom is it administered:
Progress monitoring assessments are needed for any student who struggles in

literacy and requires interventions or supports in specific skills. These

assessments measure the growth of the student and provides a baseline of

student achievement throughout the year instead of certain points at the

beginning, mid, and end of year. This allows for reassessment and

modifications of supports and interventions as needed (Munger).

Describe when it is given:

Progress monitoring assessments are given as needed throughout the classroom

to monitor student achievement and measure their progress toward their

learning goals. These assessments can be administered when interventions are

given, and students are still not meeting their learning targets or seem to still be

struggling academically.

Grade level: K-12

100–150-word explanation of how this assessment is beneficial and what

challenges you might encounter when implementing:
Progress monitoring assessments are beneficial and efficient in the classroom

for students who are struggling in literacy or who may be suspected of having a
© 2019. Grand Canyon University. All Rights Reserved.
learning disability. These assessments are used to measure whether targeted

interventions are working for a student, if they need to be modified, and if a

student is on track to meet their specific learning goals. These assessments are

done frequently, depending on the student and their unique needs. If a student

shows success with their targeted interventions, they may not receive as many

progress monitoring assessments as a student who is still not meeting their

objectives even with those interventions in place. Challenges that educators can

face with progress monitoring assessments is ensuring that teachers are using

the correct interventions throughout their instructional time so that the student is

given their best chance at success. Educators may also be tasked with allotting

more instructional time on a topic for certain students who haven’t met their

learning objectives to move on. Teachers will have to stay flexible in these

situations to make sure that every student in their classroom is receiving the

education they need (Munger)

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Outcome Assessments

Definition: Links to three website examples:

Outcome assessments are given at the end of each school year and measure a https://www.learningoutcomesassessment.org/

student’s academic ability against the grade-level expectations set by the state https://www.nassp.org/learn-the-issues/college-
and-career-ready-standards/common-core-state-
(Reading Rockets). standards-and-assessments-in-k-12-education/

https://www.dpi.nc.gov/districts-schools/testing-
Describe the purpose: and-school-accountability/state-tests/end-grade-
Outcome assessments are used to measure how much a student has learned eog

during the school year, compare it to the goals set for students in that grade

level, and make academic choices for students, teachers, the school, and the

school system (Reading Rockets).

Describe to whom is it administered:

Outcome assessments are given to all students at the end of the school year.

Some of these tests have modifications, and some students receive supports or

interventions that have been provided and identified through the school year

(National Association of Secondary School Principals, 2021).

Describe when it is given:

Outcome assessments, also known as high-stakes assessments are given at the

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end of a semester, end of a course, or end of the school year.

Grade level: K-12

100-150 word explanation of how this assessment is beneficial and what

challenges you might encounter when implementing:
Outcome assessments are beneficial in schools to help teachers, administrators,

and district officers evaluate the efficiency of instruction and whether or not the

curriculum and standards that have been placed for their schools is successful or

if changes need to be made to best suit the needs of the students. If a school

falls behind in their test scores, school districts can take a closer look into the

classrooms, materials, instruction, and data to identify any struggles or problem

areas that they can correct for future students. Challenges with outcome

assessments are the pressure that it places on teachers to meet certain learning

goals within specific target times, which takes away time from students who

may be struggling and need extra support, as well as the added stress and

anxiety placed on students in regard to passing a grade based on one test instead

of their hard work throughout the school year (K12 Academics).

© 2019. Grand Canyon University. All Rights Reserved.

© 2019. Grand Canyon University. All Rights Reserved.
 Resources
Gorski, D., Johnson, E., & Pool, J. (n.d.). Screening for Reading Problems in Grades 1 Through 3 | RTI Action Network. RTI Action

Network. http://www.rtinetwork.org/essential/assessment/screening/screening-for-reading-problems-in-grades-1-through-3

K12 Academics. (n.d.). Criticism of Outcome-based Education | K12 Academics.

https://www.k12academics.com/education-reform/outcome-based-education/criticism

Marion, S. (2020, June). Concerns About the Diagnostic Assessment Rhetoric. Center for Assessment.

https://www.nciea.org/blog/educational-assessment/you-say-tomato-concerns-about-diagnostic-assessment-rhetoric

Munger, K. A. (n.d.). 5. Types of Literacy Assessment: Principles, Procedures, and Applications – Steps to Success: Crossing the

Bridge Between Literacy Research and Practice. Pressbooks. https://milnepublishing.geneseo.edu/steps-to-success/chapter/5-

types-of-literacy-assessment-principles-procedures-and-applications/#:%7E:text=Diagnostic%20literacy%20assessments

%20include%20subtests,both%20spoken%20and%20written%20language.

National Association of Secondary School Principals. (2021, March 11). High-Stakes Assessments. NASSP.

https://www.nassp.org/top-issues-in-education/position-statements/high-stakes-assessments/

Reading Rockets. (n.d.). Assessment: In Depth. https://www.readingrockets.org/teaching/reading101-course/modules/assessment/

assessment-depth

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