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Formal and Informal Assessments

1. STAR: Standardized tests are an example of a diagnostic test that can be administered
multiple times throughout the school year. Testing multiple times can help a teacher see
overall class progress as well as individual progress. Overall, diagnostic testing is a great
quick and simple way to check a student's phonics, word recognition, fluency, literary
terms, vocabulary and comprehension. It can also provide quick feedback for a teacher to
guide them in curriculum or to help individual students.
2. Jerry Johns Independent Reading Inventory (IRI): The Johns IRI also uses narrative and
expository texts to assess students. Expository texts refer to informational text. Both
narrative and expository texts are common texts used in schools and in common core
state standards which are also found in formal tests such as STAR testing. A John’s IRI is
a great assessment to use for progress monitoring in that it uses narrative and expository
texts to assess students which are also used in the classroom. Students must orally read
(read aloud), teachers can also give them the option to read silently, or a teacher can read
the passage aloud to assess for listening skills and comprehension. Teachers note any
miscuses or significant miscues as students read aloud. Some these miscues include,
substitution, insertion, omission, reversal, repetition, self-correction, or meaning change.
Teachers observe a students ability to read and teachers take note of not only miscues but
also oral and silent reading behaviors such as fluency, attention to punctuation,
expression, stays in place while reading by using finger or other tools to stay in place,
and silent reading without vocalization. This IRI also has a teacher observe and take note
of a students attitudes and confidence while they read.
3. Running Records (Reading Wonders): A running record is a way to assess a student's
reading progress by assessing a student's oral reading and error/miscue patterns. These
ongoing assessments will help you judge your students' strengths and weaknesses so you
can plan lessons specifically for them.
4. Phonological Segmentation Test-This test is for grade levels Kinder to 1st. It contains 3
parts. Part A: sentences into words, Part B: Words into syllables, and Part C: Words into
phonemes. This test is used to assess struggles in phonemic awareness/sounds.
5. Phoneme Segmentation Test-This test is for grade levels 2nd through 12th grades. This
test is used to assess how a student breaks a word into phonemes and sounds. It can also
indicate deficits in spelling and reading in particular older students that lack phonemic
awareness.
6. Phoneme Surveys-This test is for grade levels 2nd through 12th grades. This test is used
to assess phonics and phonics skills used in reading. A survey is given to students with a
list of letters and words for students to identify and decode, made-up words are included
in the survey.
7. High-Frequency Word Survey-This test is for grade levels Kinder through 4th grades but
can be given to older students who struggle in reading. This test is used to assess word
recognition. There are five word lists of words that are frequently used in texts from
grades K through 4th. A student is given a list from their particular grade level. The
students are then asked to read the words out loud. Errors are recorded and if a students
hesitates for more than 3 seconds before saying the word it is considered an error. A
teacher can move up a grade level if the student is doing well or a teacher may move
down a grade to assess which list of words he or she works best in.
8. San Diego Quick Assessment of Reading Ability: This test is for grade levels Kinder to
11th grade. This test is used to assess words out of context. Proficient readers should be
able to read both in and out of context. The test contains 13 graded word lists from
preprimer to eleventh grade. Students are given the word list and asked to read the words
until they have reached “frustration” level. A teacher should start with a two or three
grade levels below a students placement.
9. MASI-R Oral Reading Fluency Measures: This test is for grade levels first through sixth
grade. This test is used to assess oral fluency (CBM) Curriculum-based measurements.
This test can be used to monitor progress as you can test up to three times a year. Oral
fluency can help teachers determine if a student needs further assistance in fluency as
well as comprehension, as the relationship with fluency and comprehension go hand in
hand. A reading passage is given to the student to read aloud and a teacher notes errors,
accuracy, and WPM.
10. Vocabulary Screening: Can be used for grade levels 1st through 8th grade. This
assessment is used to measure how well a student know the meaning to grade level words
they read silently. Students read a word in a box and choose which of three answer
choices is similar in meaning to the word in the box. Vocabulary screening identifies
students who may struggle with grade level vocabulary.
11. Reading Maze Comprehension: Curriculum-based measurement (CBM) Maze passages
are timed measures that measure reading comprehension. Students read Maze passages
silently during assessment and this can be administered to a whole class at one time. The
first sentence of the Maze passage is left intact. In the text following the first sentence,
every seventh word from the passage is selected to be incorporated into a response item
that consists of the original word plus two foils (words that would not make sense if
substituted in the passage in place of the original, correct word). These three choices are
randomly arranged and inserted back into the text. During a timed Maze administration,
the reader silently reads the Maze passage; whenever he or she encounters a response
item, the reader circles the word from the three choices that best restores the meaning of
that segment of the passage. The reader continues until time expires.
12. Multiple Intelligences Survey: his form can help you determine which intelligences are
strongest for you. If you're a teacher or tutor, you can also use it to find out which
intelligences your learner uses most often.
13. Reading A-Z: Fluency passages to improve reading rate, accuracy and expression,
Phonological awareness and phonics assessment. Vocabulary assessments, running
records, and comprehension assessments all through an online platform.
14. Dibels-The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set of
procedures and measures for assessing the acquisition of early literacy skills. They are
designed to be short (one minute) fluency measures used to regularly monitor the
development of early literacy and early reading skills.
15. DRA: Developmental Reading Assessment (DRA) assess a students instructional reading
level. Reading passages are given to students and asked to retell the story. Teacher
observes and notes errors, accuracy, and understanding.
16. Gates: The Gates-MacGinitie Reading Tests are norm-referenced screeners designed to
provide a general assessment of reading achievement ability for individual students. The
screening content is sensitive to the wide range of reading abilities and special interests of
students.The Gates-MacGinitie Reading Test is designed to assess student reading levels
throughout the course of their education. Aligned with state and national reading
standards (Common Core Standards), these exams were created to determine overall
reading ability, specifically in the areas of decoding, phonemic awareness, phonics,
vocabulary, and comprehension
17. Fountas and Pinnell (BAS: Benchmark Assessment Systems): This assessment is used for
oral reading rate and accuracy rate. Self-correction ratio, fluency score, and
comprehension assessing. Students are given text to read and teachers observe for errors
and fluency. This allows a teacher to place students at the appropriate reading levels.
18. TOWRE: The Test of Word Reading Efficiency-Second Edition (TOWRE-2) is a
measure of an individual's ability to pronounce printed words (Sight Word Efficiency)
and phonemically regular nonwords (Phonemic Decoding Efficiency) accurately and
fluently. Because it can be administered very quickly, the test provides an efficient means
of monitoring the growth of two kinds of word reading skill that are critical in the
development of overall reading ability.
19. Attitude Survey:Reading Attitude Survey can be used to understand a child's reading
interests, inform on child's attitudes towards reading, how a child reads at home, etc. Test
can be given as written responses, checklists, scales, and picture representations.
20. Frys Oral: Fry Oral Reading Test assesses a child's rate, fluency, and accuracy when
reading aloud. Much like IRI’s and running records a Frys Oral test uses graded passages
which are leveled by grade. A teacher observes reading accuracy and reading errors.
References

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https://www.literacynet.org/mi/assessment/findyourstrengths.html

August, D., & McGraw-Hill Education (Firm). (2014). McGraw-Hill reading wonders: CCSS

reading/language arts program. Bothell, WA: McGraw-Hill Education.

Beaver, J., & Celebration Press. (2002). DRA: Developmental reading assessment. Parsippany,

NJ: Celebration Press.

Diamond, L., Lenchner, O., Malone, M., & Mahler, J. (2008). Assessing reading:

Multiple measures for kindergarten through twelfth grade ; [for all educators working to

improve reading achievement] (2nd ed.) (B.J. Thorsnes & D. De la Garza, Eds.). Novato,

Calif.: Arena Press.

Fountas, I. C., Pinnell, G. S., & Heinemann (Firm : Portsmouth, N.H.). (2010). Fountas &

Pinnell benchmark assessment system 1. Portsmouth, NH: Heinemann.

Good, R. H., & Kaminski, R. A. (Eds.). (2002). Dynamic indicators of basic early literacy skills

(6th ed.). Eugene, OR: Institute for the Development of Educational Achievement.

Johns, J. L., Piper-Elish, L., Northern Illinois University., & Kendall/Hunt Publishing Company.

(2005). Basic reading inventory: Pre-primer through grade twelve and early literacy

assessments. Dubuque, Iowa: Kendall/Hunt Pub. Co.

K-12 Educational Software Solutions & Learning Analytics. (n.d.). Retrieved from

https://www.renaissance.com/

MacGinitie, W. H., & MacGinitie, R. K. (1992). Gates-MacGinitie reading tests. Scarborough,

Ont.: Nelson Canada.

McGraw-Hill Education (Firm), & Bookhead Ed Learning, LLC (Firm). (2015). Studysync:
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Readinga-z.com. (2016). Reading A-Z: The online leveled reading program with downloadable

books to print and assemble. [online] Retrieved from https://www.readinga-z.com

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