www.stfrancis.edu · College of Education · Regional Educational Academy for Leadership
Literacy Assessment and Diagnosis
REND and MSED-642
- Template 2015
- Section TMPL
- 3 Credits
- 07/22/2015 to 07/22/2115
- Modified 12/06/2021
As a Catholic university rooted in the liberal arts, we are a welcoming community of learners challenged by Franciscan values and charism, engaged in a continuous pursuit of knowledge, faith, wisdom, and justice, and ever mindful of a tradition that emphasizes reverence for creation, compassion and peacemaking. We strive for academic excellence in all programs, preparing women and men to contribute to the world through service and leadership.
Examines a wealth of grade appropriate assessment tools at the screening, diagnostic and progress monitoring level. Special emphasis is placed on data interpretation and analysis for student achievement in components related to English Language Arts Common Core Standards.
Former Title (through Summer 2020): Assessment Procedures and Data Analysis for Student Achievement
College of Education Mission
The mission of the College of Education is to prepare competent and caring educators who understand students, serve the community and develop professionally to become ethical decision-makers and leaders.
Candidates will develop an understanding of the wide variety of assessment tools available to teachers so that instruction is driven by critically analyzed assessment data. Student strengths and weaknesses as determined by classroom assessments will be considered.
Serving the Community
Candidates will learn how to provide information about individual students’ reading ability to appropriate audiences in the school community. Additionally, candidates will have the opportunity to collaborate with colleagues about the meaning of assessment results.
Finding Our Professional Selves
Candidates will develop an understanding of the importance of assessment in determining instructional plans for all students. Candidates will also demonstrate the ability to communicate their ideas about the reading diagnosis of a particular child by interacting with colleagues in a professional manner.
Access to standards referenced in this section can be found HERE
By the conclusion of this course, each participant will be able to do the following:
Understand types of assessments and their purposes, strengths and limitations (IRA Standard 3.1, NBPTS 1,3)
- 1a. Demonstrate an understanding of assessment purposes in the classroom including screening, diagnosis, progress monitoring and measuring outcomes
- 1b. Describe strengths and limitations of various assessment tools and their purposes including district and state frameworks
- 1c. Recognize basic technical adequacy of assessments (reliability, validity, etc)
Select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes (IRA Standard 3.2, NBPTS 1,2,3)
- 2a. Select and administer appropriate assessments to monitor student progress and analyze instruction
- 2b. Interpret and use assessment data to analyze performance and progress within content areas
Use assessment information to plan and evaluate instruction (IRA Standard 3.3; NBPTS 1,2,3,4)
- 3a. Use assessment data to plan instruction systematically and select appropriate text
- 3b. Use assessment data to evaluate student response to instruction
- 3c. Identify and interpret patterns in classroom data
Communicate assessment results and implications to a variety of audiences (IRA Standard 3.4; NBPTS 1,3,4,5)
- 4a. Communicate assessment purposes and results with students, parents and colleagues
- 4b. Use assessment data to discuss implications for reading and writing instruction
Reading Assessments Inventory
- Course outcomes 1a, 1b
- Standards IRA Standard 3.1, NBPTS 1,3
Professional Discourse, Participation and Reflection
Candidates will respond to weekly discussion and reflection prompts.
- Course outcomes 1,2,3,4
- Standards IRA 3.1, 3.2, 3.3, 3.4 ; NBPTS 1,2,3,4,5
Running Record Administration and Analysis
Candidates will administer a Running Record assessment analyze the qualitative and quantitative data, diagnose a reading area of need, and recommend appropriate interventions
- Course outcomes 1,3
- Standards IRA 3.1, 3.3; NBPTS 1,2,3,4
SMART Goal Development Based on the Analysis of a Local Assessment
- Standards IRA 3.1-3.4, 3.6; NBPTS 1,2,3,4
Intervention Recommendation Plan Based on an Informal Reading Inventory
Candidates will analyze the data provided by the instructor and diagnose oral, silent, and listening reading levels, areas of reading strengths and weaknesses, and recommend appropriate interventions.
- Course outcomes 1,3,4
- Standards IRA 3.1, 3.3, 3.4; NBPTS 1,2,3,4,5
Case Study (Intervention Portfolio)
Candidates will create an assessment portfolio for a struggling reader including: student background, one running record assessment, one informal reading inventory assessment, one writing assessment, analysis and interpretation of assessment data, and suggested interventions.
- Course outcomes 1,3,4
- Standards IRA 3.2, 3.3, 3.4; NBPTS 1,2,3,4,5
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