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Analyzing the miscues: In Ongoing assessment for reading, page 2.5; Miscue analysis is more concerned with the types or levels of miscues made rather than the actual quantity of miscues. After the reading session has ended and the student has completed a retelling of the story, the miscues that have been recorded on the typescript...; By Jeanne Gunther.

Assessing the learning process: In Math for multiple intelligences, page 3; Assessment, like instruction, needs to be geared toward various learning styles, and teachers can create rubrics for ongoing assessment that keep a formal daily record of what students are learning.; By Gretchen Buher and David Walbert.

Check your answers: In Ongoing assessment for reading, page 2.8; To check your answers, view the marked miscue sheet. I color-coded my typescript to keep certain features distinct: the miscue markings are completed in green, the level of graphic similarity is completed in orange, and the miscue...; 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.

The clinical interview: In Problem centered math, page 3; Do your students have a strong number sense, or do they rely on memorized procedures, floundering when faced with unfamiliar problems? A clinical interview can help you to assess how your students think about mathematics. This example interview provides a model.; By David Walbert.

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.

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.

Formative assessment: This reference article discusses the history, concept, and application of formative assessment.; Format: article; By Heather Coffey.

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.

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.

Making connections between concepts: In The First Year, page 2.3; To help students connect what they're learning, make your expectations clear and ask them what they understand and what isn't working.; By Kristi Johnson Smith.

Portrait of a reader: Ben: In Ongoing assessment for reading, page 3.2; A fourth-grade teacher uses running records to uncover individual strengths and needs in a new student's reading.; By Jeanne Gunther.

Portrait of a reader: Rosalie: In Ongoing assessment for reading, page 3.1; I was setting up centers for the first day of class, which was still a week away, when Rosalie and her mother entered the classroom to meet me. Rosalie's mother explained that Rosalie was so excited about school and simply could not wait until the official...; By Jeanne Gunther.

Portrait of a reader: Tyson: In Ongoing assessment for reading, page 3.3; Tyson is a student I have known for two years. He was a member of the school's newspaper club, which I ran when Tyson was in tenth grade. Tyson was very involved in seeking stories around the school for reporting in the paper. The articles he wrote tended...; By Jeanne Gunther.

Practice story: In Ongoing assessment for reading, page 2.7; The following story is the first chapter of a text entitled Isabelefant, a Fourth Grade Friend. The chapter is provided both in its authentic format, the format a reader would encounter, and as a typescript with numbered sentences...; By Jeanne Gunther.

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.

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.

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.

Reading behaviors: In Ongoing assessment for reading, page 1.4; A blank sheet of paper or blank running record sheet, a pencil, and a carefully selected text are all the materials needed to capture a student's reading behaviors. The reading behaviors — including the student's physical actions such as eye and hand...; By Jeanne Gunther.

Recording the session: In Ongoing assessment for reading, page 2.3; The miscue analysis session is recorded in two ways. First, the teacher marks miscues onto the typescript as a written record. Second, an audio recorder is used to document the student's reading. The audio also serves as a way for the teacher to check that...; By Jeanne Gunther.

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LEARN NC, a program of the University of North Carolina at Chapel Hill School of Education, finds the most innovative and successful practices in K–12 education and makes them available to the teachers and students of North Carolina — and the world.