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case study EDU 741 Literacy Assessment

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Assessment Case Study
University of New England
EDU 741 Literacy Assessment
Kelly Smith
October 21, 2011

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Background Information
Kayla is a 13 year old girl in 8
th
grade. Kayla was chosen for this case study because she is
currently testing below grade level in the Connecticut Mastery Test, but she has not been chosen to be
in a reading and writing intervention class. Her report cards show average to slightly above average
grades as a result of her work ethic. Kayla always turns in her assignments 100% complete but not
always 100% accurate. When she is struggling with a skill, she does not advocate for herself and ask for
help. I am concerned that she should be in intervention class and also that she is currently struggling and
behind other peers in her language arts class.
Kayla lives at home with her mom. She has been in our district and there is assessment data on
her starting in fourth grade. She has been below grade level for the majority of those years, especially in
reading. On the 2011 CMT, Kayla scored a 2 (of 5) and passed only 1 of the 6 reading strands. In writing,
Kayla was proficient with a 3 (of 5) but has only been proficient in writing the last two years. At the end
of sixth grade, Kayla tested at Level Q in Fountas and Pinnell and stayed a Q until the end of seventh
grade when she moved to an S. Typically students will increase a level in the middle of the grade and
again at the end of a grade. Kayla is well behaved albeit quiet in language arts class and although
conscientious in completing work, she does not ask for help when she cannot understand something
and sometimes completes work incorrectly.
The assessments took place during the AB Block, first thing in the morning between 8:15 and
9:45. The two class assessments were taken in the classroom simultaneously with other students and
the third assessment was done one on one in a separate classroom.
Tests Administered
Degrees of Reading Power (DRP): The DRP is a cloze style test with 70 fill-in-the-blanks in usually
six to seven reading passages. The reading passages get progressively more difficult with each new
reading passage. The results provide information about the student’s ability to comprehend text at
grade level and above grade level in spite of language that may be too difficult for them. Additionally, it
also shows background knowledge and vocabulary according to each reading passage’s subject matter,
both of which directly affect comprehension. This assessment is given in September and January at the
district level and in March as part of the CMT test. This assessment was chosen because it gives
important information regarding Kayla’s reading and vocabulary level and information on if and how she
is able to get through more difficult reading passages.
Kayla’s Raw Score Kayla’s Converted Score Goal (8
th
grade)
32 49 64
Direct Assessment of Writing (DAW): The DAW is a persuasive writing prompt. The student must
persuade the reader to get on his/her side on a specific topic (recent topics include changing the school
dress code, lowering the legal driving age, licenses for bike riders etc.). The results provide information

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 Assessment Case Study University of New England EDU 741 Literacy Assessment Kelly Smith October 21, 2011 Background Information Kayla is a 13 year old girl in 8th grade. Kayla was chosen for this case study because she is currently testing below grade level in the Connecticut Mastery Test, but she has not been chosen to be in a reading and writing intervention class. Her report cards show average to slightly above average grades as a result of her work ethic. Kayla always turns in her assignments 100% complete but not always 100% accurate. When she is struggling with a skill, she does not advocate for herself and ask for help. I am concerned that she should be in intervention class and also that she is currently struggling and behind other peers in her language arts class. Kayla lives at home with her mom. She has been in our district and there is assessment data on her starting in fourth grade. She has been below grade level for the majority of those years, especially in reading. On the 2011 CMT, Kayla scored a 2 (of 5) and passed only 1 of the 6 reading strands. In writing, Kayla was proficient with a 3 (of 5) but has only been proficient in writing the last two years. At the end of sixth grade, Kayla tested at Level Q in Fountas and Pinnell and stayed a Q until the end of seventh grade when she moved to an S. Typically students will increase a level in the middle of the grade and again at the end of a grade. Kayla is well behaved albeit quiet ...
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