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- Ongoing assessment for reading
- Ongoing, informal assessment is crucial to teaching reading. Using audio and visual examples, this edition explains the use of running records and miscue analysis, tools that help a teacher to identify patterns in student reading behaviors and the strategies a reader uses to make sense of text.
- Format: series (multiple pages)
- Formative assessment
- This reference article discusses the history, concept, and application of formative assessment.
- Format: article
- By Heather Coffey.
- Summarizing the session
- In Ongoing assessment for reading, page 2.6
- After the reading, comprehension check, and miscue analysis, all of the information gathered should be recorded. This single-page report will help identify patterns in use by the reader. The totals for graphic similarity, semantic and syntactic usage should...
- By Jeanne Gunther.
- Extensions
- In Ongoing assessment for reading, page 2.9
- As you become adept at miscue analysis, you may find other additions to your coding that are particularly helpful. Although it is not suggested in any texts I have read on miscue analysis, I find it helpful to code student miscues while the student is reading...
- By Jeanne Gunther.
- The First Year
- Essays on the author's experiences in her first year of teaching: the mistakes she made, what she learned from them, and how she used them to become a better teacher — and how other first-year teachers can, too.
- Format: book (multiple pages)
- Running records as authentic testing
- In Ongoing assessment for reading, page 1.2
- In many school systems, running records are administered using preprinted running record sheets that contain the exact text the student is reading in a matching leveled book. To allow a teacher to administer multiple assessments with a single student, two...
- By Jeanne Gunther.
- Math for multiple intelligences
- How a middle-school math teacher realized she was boring and jump-started her career — and her students — by using thematic planning, emphasizing problem solving, and teaching to multiple intelligences.
- Format: series (multiple pages)
- Self-corrections
- In Ongoing assessment for reading, page 1.5
- Although self-corrections may seem less important as a diagnostic tool than errors, they demonstrate the way in which a reader is working to make sense of a text and allow the teacher a glimpse into the child's thinking. Teachers can identify patterns of a...
- By Jeanne Gunther.
- Summative assessment
- This article defines summative assessment and lists several examples and common formats.
- Format: article
- By Heather Coffey.
- Running records and you
- In Ongoing assessment for reading, page 1.1
- If you teach in North Carolina, you are already "doing" running records. Your school mandates them as a means of assessing student reading. Hopefully you received some training for these assessments, but if your experience was like that of many teachers, you...
- By Jeanne Gunther.
- Checking comprehension
- In Ongoing assessment for reading, page 2.4
- Many assessments for students’ comprehension contain questions to be answered by the student. Miscue analysis makes retelling the performance of comprehension. When a student completes a reading, the teacher should facilitate both an unaided and aided retelling...
- By Jeanne Gunther.
- Preparing for miscue analysis
- In Ongoing assessment for reading, page 2.2
- Selecting the text Select a complete text that the student has not previously read. Choose a text that is approximately one level above what the independent reading level has been determined to be. With the higher reading...
- By Jeanne Gunther.
- Assessment and Evaluation in Your Online Course: Online course syllabus
- Syllabus for the online class, Assessment and Evaluation in Your Online Course, which provides a collection of resources and exercises that define the unique assessment process of online courses.
- Format: syllabus
- Practice story
- In Ongoing assessment for reading, page 1.9
- Ready to practice? Print out the following story and have a blank piece of paper or a blank running record form ready. Use the sound clip below to practice taking a running record of this child’s reading. First, record what the...
- By Jeanne Gunther.
- Instructional assessment: Finding teaching points
- In Ongoing assessment for reading, page 1.8
- Over time, running records can show patterns in student use of cuing systems and self corrections. But individual running records can also be useful in instruction. After each running record, a teacher can choose a teaching point, using the student's...
- By Jeanne Gunther.
- Text selection
- In Ongoing assessment for reading, page 1.3
- Finding the instructional level Texts selected for running records should challenge a student sufficiently that he or she makes some errors for the student to analyze, but not enough that he or she becomes frustrated. This level is called the instructional...
- By Jeanne Gunther.
- Quantitative analysis
- In Ongoing assessment for reading, page 1.7
- By doing some simple calculations from your running record, you can not only get a better sense of how well the child is reading but select more appropriate texts for further running records. Error ratio The error ratio, the ratio of errors...
- By Jeanne Gunther.
- Why miscue analysis?
- In Ongoing assessment for reading, page 2.1
- A holistic view of reading takes into account that "both the reader and the author are equally active in constructing or building meaning." The text available is the "medium through which the author and reader transact."* Teachers...
- By Jeanne Gunther.
- Cuing systems: Analyzing reading behaviors
- In Ongoing assessment for reading, page 1.6
- Cuing systems are the self-extending systems students use to act upon text in order to make sense of it. These systems may be used independently or in conjunction with one another. When you administer running records, you can analyze cuing systems...
- By Jeanne Gunther.
- Listening while you work: Using informal assessments to inform your instruction
- In The First Year, page 2.2
- Ongoing classroom assessment can be informal, but it provides invaluable information about what students are actually learning.
- By Kristi Johnson Smith.
