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Comparison Report

Examiner: __________________Angela Schardt_____________________


Comparison Report for: _____________Mady_______________

Assessme
nt
QRI-6
Form:

PreAssessment
Scores

Instructional:
Level 5

Post
Assessment
Scores

Independent:
Level 5

Observation/Analysis
Please see data below for
detailed observations and
analysis.

Instructional:
Level 6
Narrative
QRI-6
Form:

Instructional:
Level 5

Instructional:
Level 6

Expository

Informationa
l OnDemand
Writing
Prompt

Independent:
Level 5

Please see data below for


detailed observations and
analysis.

16 points

18 points

Scaled Score:
1.5

Scaled Score: 2

Based upon pre-assessment ondemand data, it was determined


Mady showed areas of strength
in organization and elaboration
of details in her piece about
dance. Areas of improvement
were adding transitions (she
included no transitions in her
pre-assessment piece) and
writing an effective lead.
One strategy that was explicitly
taught during our sessions was
that writers study the work of
authors we admire and attempt
to mimic those craft moves in
our own writing. Transitions

were pointed out in the


expository texts read during
sessions as well as leads. In
Madys post-assessment ondemand those two areas were
the ones that improved. Mady
originally received 0 points for
transitions in her preassessment but scored 1.5
points on the post-assessment.
She also scored 1 point for her
lead in the pre-assessment but
scored 1.5 points in her postassessment.
Blending: 20/20

Not assessed

Based upon pre-assessment


data, it was determined Mady
has mastered blending,
segmenting and syllabification.
Due to this mastery, a post
assessment was not
administered.
Based upon pre-assessment
data, it was determined Mady
has a solid understanding
beginning and ending
consonants, short vowels,
digraphs and blends and long
vowel patterns. Areas of
targeted instruction included
vowel diphthongs. She also
needs instruction on r-controlled
vowels (ar, er, or, etc) Due to
length of the sessions, it was
determined to focus on rcontrolled vowels. Postassessment data shows Mady
correctly spelled 3 more words
correctly than on her preassessment. Two of those 3
words target r-controlled vowels
(favor and serving).

Phonological
Awareness
Assessment

Segmenting:
20/20

Words Their
Way
Elementary
Spelling
Inventory

Words Spelled
Correctly: 15/25

Words Spelled
Correctly: 18/25

Feature Points:
41/53

Feature Points:
43/53

Total: 55/78

Total: 61/78

Syllabification:
20/20

QRI-6 Assessment Data Pre-Assessment Data


Level

Level:
Five
Margar
et
Mead
Narrativ
e

Concep
t
Questio
ns
Familia
rity
Score
2/10 =
20%
Unfamili
ar

Total
Accuracy

Total
Acceptab
ility

WP
M

9 miscues
Instructio
nal

6 miscues
Independe
nt

58.2

WCP
M

Retelli
ng
Score

Comprehen
sion
Question
Scores

56.7

6/18

4/4 Explicit
2/4 Implicit
Without
lookbacks
Total: 6/8
Instructional
(Even with
the
opportunity
of lookbacks
could not
answer 2

Level:
Five
Farmin
g on the
Great
Plains
Exposit
ory

2/12=
17%
Unfamili
ar

10
miscues
Instructio
nal

6 miscues
Independe
nt

72.4

70.3

7/33

questions)
1/4 Explicit
1/4 Implicit
(without
lookbacks)
Total: 2/8
Frustrational
4/4 Explicit
2/4 Implicit
(with
lookbacks)
Total: 6/8
Instructional

During Pre-assessment data collection, it was noted Mady self-corrects often for
meaning and repeats words/phrases often as well. Fluency was noted to be a great
concern, as well as inferring meaning of multisyllabic words. Data indicates Mady
needs to learn strategies for identifying main ideas in complicated texts , as well as
supporting details.
QRI-6 Assessment Data Post-Assessment Data
Level

Level:
Five
Patricia
McKissa
ck
Narrativ
e Text

Concep
t
Questio
ns
Familia
rity
Score
8/12=
67%
Familiar

Total
Accuracy

Total
Acceptab
ility

WP
M

11
miscues
Independ
ent

9 miscues
Independe
nt

58.6

WCP
M

Retelli
ng
Score

Comprehen
sion
Question
Scores

57.4

17/26

3/4 Explicit
3/4 Implicit
Total: 6/8
(without
lookbacks)
Instructional
4/4 Explicit
4/4 Implicit
Total: 8/8
Independent
(with
lookbacks)

Level:
Five
Prepari
ng Air
for Your
Lungs
Exposito
ry

10/12=
83%
Familiar

Level:
Six
The
Early
Life of
Lois
Lowry
Narrativ
e

8/12=
67%
Familiar

Level:
Six
Buildin
g
Pyramid
s
Exposito
ry

7/12=
58%
Familiar

7 miscues
Independ
ent

28
miscues
Instructio
nal

16
miscues
Instructio
nal

6 miscues
Independe
nt

20
miscues
Instruction
al

13
miscues
Instruction
al

57.3

59.7

65.3

56.8

57.7

61.9

21/30

14/46

18/25

Explicit
2/4 Implicit
Total: 5/8
Frustrational
(without
lookbacks)
4/4 Explicit
2/4 Implicit
Total: 6/8
Instructional
(with
lookbacks)
3/4 Explicit
4/4 Implicit
Total: 7/8
Instructional
(without
lookbacks)
Explicit
4/4 Implicit
Total: 7/8
Instructional
(with
lookbacks)
3/4 Explicit
2/4 Implicit
Total: 5/8
(without
lookbacks)
Frustrational
Explicit
Implicit
Total: 6/8
(with
lookbacks)
Instructional

During post-assessment data collection it was noted Mady showed tremendous


perseverance when tackling complex texts. In The Early Life of Lois Lowry text,
Mady was visibly working to infer meaning of unknown words. For example, it was

noted she said What is an enclave? when reading, but after reading on she said,
Oh, an enclave is like a community! In addition to decoding unfamiliar words, she
is also working hard to glean meaning from them as well. This is excellent progress,
but does affect her WPM score as well as her fluency. It was also noted she
continues to re-read words and phrases often to help her infer what is happening in
the text. This was noted in both narrative and expository texts.

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