ASSESSMENT EXPERIENCE #3

Tasiana Blas

University of Nevada, Las Vegas

CIL 621: Assessment in Literacy

Dr. Stephanie Loomis

April 8, 2021
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Penny was born and raised in Las Vegas, she is in 3rd grade and is eight years old. Penny

is reading above grade level and enjoys what she reads as long as it is interesting to her. During

her free time, Penny loves to spend her time at home on her Ipad watching funny YouTube

videos. Her favorite books are still Dork Diaries and she is currently reading The One and Only

Ivan with her classmates in school. She still feels embarrassed when asked to read in the

classroom because she is afraid of what her classmates might think if she reads a word

incorrectly.

The assessment that was required to be administered to Penny was the Informal Reading

Inventory (IRI). Penny just took this same assessment with me a few weeks ago. I thought it was

interesting to see the difference in her results. This assessment is a four-step process and begins

by gathering information about the students interest and reading ability. Like before, assessment

because I think I wanted to get a clear picture of what level text Penny should be reading based

on her comprehension ability. For the IRI, Penny read without any difficulty until level 7

sentences. After this first part, I then gave her the leveled passage below the level where she had

two or more errors. When we moved into the other three parts of this assessment, Penny showed

me where exactly she is with reading, fluency and comprehension. When it was time for Penny

to answer the questions, she answered all of the questions in this level correctly without any

assistance. The fundamental behaviors I observed were left to right directionality, searching for

clues, and cross checking. The word attack behaviors Penny showed were mispronunciation,

repeating words, attempting to self-correct, and sounding out. With the results from this part, I

decided to move on to the next level, level 7. We began the assessment and I noticed that she

was having a difficult time comprehending what she was reading. She answered 4 out of the 8
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correctly without any assistance. During part 2 of this assessment, I noticed that she was

mispronouncing some words and self-correcting when she wasn’t sure of her words.

CCSS.ELA-LITERACY.RF.3.4.A Read grade-level text with purpose and CCSS.ELA-

LITERACY.RF.3.4.C Use context to confirm or self-correct word recognition and

understanding, rereading as necessary. Based on the results from this assessment, I believe that

Level 6 is her independent reading level and Level 7 would be in between her instructional level

and frustration level. To improve Penny’s comprehension and reading level, I would have her

practice and read more level 7 passages until she becomes comfortable with that level. I will also

give her more engaging reading passages based on our interview about her interests from when

we first started working.

One strength of this assessment was being able to see exactly what level she should be

reading at. I was able to go back and forth between passages which allowed me to double check

her reading level. Based on her leveled passages results, I was able to know what leveled text I

should be assigning to her to allow her to grow in reading comprehension. I liked this assessment

because it was more informational than the last ones I had given Penny. I know she was so much

more interested in the passages I chose for her because of the change of genre.
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