Artifact #4: Reading Assessment This artifact consists of several reading assessments. These assessments were used to develop reading instruction that best fit the reading ability of the student. Included in the assessments are a Word Recognition Inventory, Informal Reading Inventory, Schlagal Spelling Assessment, and a Writing Assessment.
Context: This artifact was a product of Reading Assessment and Correction. As part of this class, I learned how to perform the assessments, as well as how to interpret the results. Based on the results, I was able to choose appropriate reading materials and develop instruction using strategies to help the student improve fluency, accuracy, and comprehension when reading. This particular assessment was administered to a 10 year old fourth grade student who was a member of my reading group. While an average student, this student lacked accuracy and fluency. This assessment helped me attend to and analyze his specific errors, which helped me learn more about him as a reader. As a result of performing these reading, writing, and spelling assessments, I was better able to effectively meet his academic needs.
Alignment:
Standard A: Instructional Expertise
The candidate demonstrates instructional expertise by applying the theoretical, philosophical, and research bases for educational practice in P-12 settings to improve student learning.
By implementing reading, spelling, and writing assessments in my classroom, I am basing instructional decisions on student ability and learning style. Also, materials selected for use reflect the students’ reading ability, as well as interests.
Standard B: Knowledge of Learners
The candidate incorporates knowledge of the nature of the learner, learning processes, variations in learning abilities and learning styles, and strategies for evaluating learning into the planning, delivery, and evaluation of instruction.
By utilizing these assessments, I strive to identify the strengths and weaknesses of my students, and plan instruction accordingly. I am reflective in designing instruction in that my instruction is modified to encourage student success. Students experience success because they are given materials to work with that are developmentally appropriate for them. My instruction is adjusted to meet their needs. Students also work one-on-one with me, in small groups, and as a whole group.
Standard C: Research
The candidate uses research to examine and improve instructional effectiveness and student achievement.
The process of administering these assessments provides me with valuable information that can be used to improve student learning, as well as develop classroom practices that enhance student learning. Alternative strategies can be found by turning to current research.