Assessment Experience #2 1

Assessment Experience #2

Lacey Suey

CIL 621 – 1001

October 19, 2020

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The student I am currently assessing is a Hispanic six-year-old named Abigail. Abigail is

a first grader at the Doral Academy Pebble Campus. She is on grade-level and has not shown

signs of struggling when reading, considering that she is in my highest group for small reading

groups. I administered the Interest Inventory and the Reading Attitude Survey, which gave me an

insight to her likes and dislikes. In Abigail’s spare time, she enjoys playing with her three

siblings and reading books. She told me that her chores at home are to clean up the toys and to

fix the shoes, so that they are organized. Also, she let me know that she does have a TV in her

room, but she does not watch it that much. If she does watch TV, she likes to watch shows on

Disney Channel. Surprisingly, Abigail’s favorite subject is math. I was surprised to learn this

because she always talks about how much she loves to read.

The assessment I administered this time was the High-Frequency Word Knowledge

Survey. The purpose of this assessment is to determine the student’s ability to recognize the most

frequent, or common, words that appear in print. Abigail did an amazing job on this assessment.

Out of one-hundred high-frequency words, Abigail got ninety-nine high-frequency words

correct. According to the procedure for this assessment in The Flynt/Cooter Comprehensive

Reading Inventory (2014), the proctor should not allow the student more than five seconds to say

each word; however, Abigail recognized the words right away and did not need any wait time.

The high-frequency word that Abigail missed was “than”. She said “then” instead, which could

be a common mistake.

Based on the results from this assessment, the standard I would like to focus on with

Abigail is RF.1.4 – Read with sufficient accuracy and fluency to support comprehension. I would

like to focus on this standard because I already know that Abigail recognizes words that appear
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often in print, so I want to see if she can read fluently and comprehend what she reads. During

class, we work on many comprehension activities during whole group and small group

instruction. Since the next assessment that I will administer is the reading passage and

comprehension, I will be able to better understand where Abigail’s reading skills are.

I believe the strength of this assessment is that it does an excellent job exhibiting how a

student’s accuracy rate on mostly common, one syllable words. This assessment gives insight to

whether students are still decoding simple words or if they have moved on to just needing to

break apart multi-syllabic words and spelling patterns that have not been taught yet. The

implementation of the assessment could be improved by creating flash cards and assessing the

student in person, sitting across from the proctor, like the assessment procedure says. From this

assessment experience, I have learned more about Abigail’s reading abilities and the next steps I

need to take to push her even further.

What I have learned about myself through this experience is that I am doing a better job

as a teacher than I give myself credit for. Teachers are often the biggest critics of themselves

because we are always reflecting on what we do. I am constantly making progress as a teacher

because I am not only teaching twenty-five first graders, but I am also getting my Master’s to

better myself in my career.

I believe the impact of my teaching on student learning will have an impact on the

students in my classroom based on this assessment. During whole group reading instruction, my

students and I work on and practice high-frequency words. This assessment experience has given

me insight to what I need to work on with my students.

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References

Cooter, R.B., Flynt, E.S., & Cooter, K.S. (2014). Flynt/Cooter Comprehensive Reading

Inventory – 2, The Assessment of K-12 reading skills in English and Spanish. (2nd ed.).

Upper Saddle River, NJ: Pearson Education.