Part 2. Classroom Assessments.
Classroom
assessments are valuable for many reasons. First of all, it helps a teacher
better understand what she/he is dealing with in the classroom. Are there
diverse reading levels? Are there small groups within the larger group? Is
there anyone in the classroom with special needs, etc? Another reason classroom
assessments can be helpful is to make sure the texts are at the appropriate
level for your class. Let’s take a few sample tests together.
a. Let’s use a Phonogram Phonics Test called a
"High-Frequency Phonogram Test." This type of test uses the same phonogram in each word (for
example /z/: zab, zack, zace, etc.) with different ending letter patterns to go
with it. It’s supposed to help you notice how well the student can recognize
patterns of letters at the end of syllables. [Frank B. May Louis Rizzardi,
Reading as Communikcation 6 ed. Merrill Prentice Hall, Upper Saddle River, NJ
2002]
Get into pairs. One person be the teacher, and the other be the
student. Teachers have your “students” read the following nonsense words:
baz
initial b
bak
bex
bap
bub
bosk
bund
bing
daf
initial d
div
deg
dosk
dix
dand
dotch
duz
clag
initial cl
cloz
clind
cleb
clab
cluff
clist
clax
stut
initial st
stap
stoss
sten
stod
stiz
ston
b. Another assessment we’ll try is called the “Names Test.”
While using nonsense words can be helpful in teaching or assessing decoding
skills, some students react to nonsense words because the think of them as
silly or as an awkward and unfamiliar exercise. The Names Test, uses real but
unfamiliar names that are completely decodable. This allows students to
practice decoding with something as familiar as people’s names, even though the
names themselves are likely unfamiliar. (Mather, 114). This time, switch roles
as teacher and student. The student should pronounce each name, while the
teacher uses the scoring sheet.
Names Test (Student)
|
Rob Hap
Jud lem
Ray San
Pat Ling
Tim Bop
Brad Tash
Pam Rack
Trish Mot
Fred Tig
Bab Fum
Kate Tide
Brent Lake
Flip Mar
Jet Mit
Rand Lun
|
Jen Dut
Jake Bin
Sid Gold
Frank Lug
Grace Nup
Beck Daw’
Dell Smush
Gus lang
Lex Yub
Ross Quest
Dane Wong
Tom Zall
Gail Vog
Rod Blade
Tag Shick
|
Names Test (Teacher)
Student______________________Grade______Date________
|
Rob ___ Hap ___
Jud ___ Lem ___
Ray ___ San ___
Pat ___ Ling ___
Tim ___ Bop ___
Brad ___ Tash ___
Pam ___ Rack ___
Trish ___ Mot ___
Fred ___ Tig ___
Bab ___ Fum ___
Kate ___ Tide ___
Brent ___ Lake ___
Flip ___ Mar ___
Jet ___ Mit ___
Rand ___ Lun ___
|
Jen ___ Dut ___
Jake ___ Bin ___
Sid ___ Gold ___
Frank ___ Lug ___
Grace ___ Nup ___
Beck ___ Daw ___
Dell ___ Smush ___
Gus ___ Lang ___
Lex ___ Yub ___
Ross ___ Quest ___
Dane ___ Wong ___
Tom ___ Zall ___
Gail ___ Vog ___
Rod ___ Blade ___
Tag ___ Shick ___
|
Total
First and Last names read correctly ______
Students who generally have little or no problem with reading
the names are said to have mastered some basic phonics skills. But those who
have difficulty with the test probably need systematic phonics instruction.
(Also, copies of the article will be available to look at further ways this
test can be used or analyzed.)
c.
Discussion and Sharing.
1.
What
are your general responses to the tests?
2.
Can
you use these tests in your classrooms?
3.
What
other informal assessments have you used?
