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Eastern New Mexico University
Course Syllabus
FALL 2010
BLACKBOARD
RED 510 Literacy Assessment and Evaluation
M-R 10:20-1:00
Dr. Kathleen Donalson
Office: Education 146
Telephone: 562-2922
Office Hours: T, W, & R 9:00-11:30 A.M.
Additional office hours T 6:30 p.m. by appointment
Email: Please email through the BLACKBOARD supplement set up for this course
Required Textbooks:
Applegate, M., Quinn, K., & Applegate, A. (2008). The critical reading inventory.
Assessing students’ reading and thinking. (2nd ed.). Upper Saddle River, NJ: Pearson Merrill
Prentice Hall. Note: must have teacher’s manual and student’s reading passages.
Graves, D. (2002). Testing is not teaching. What should count in education. Portsmouth, NH: Heinemann.
McKenna, M. & Stahl, S. (2009). Assessment for reading instruction. (2nd ed.) New York, NY: Guilford.
Wilde, S. (2000). Miscue analysis made easy. Building on student strengths. Portsmouth, NH:
Heinemann.
Shanker, J. & Cockrum, W. (2009). Locating and correcting reading difficulties. (9th ed). Boston,
MA: Pearson.
APA Manual 6th edition (July 2009)
Course Description:
Emphasis on naturalistic, authentic classroom based assessment of developmental
readers and writers and the interrelationship between assessment and instruction. Major
component will be the reader who struggles within the regular classroom setting.
Administration of several reading assessments with children will be required. Access to
children is required.
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RED 510 Literacy Assessment and Evaluation
Course Matrix
N.M. PED competencies
(6.64.3.9)
A.6.b Understands the
spectrum of the pre K-12
reading process and how
to effectively address the
needs of learners of
different ages.
B.1.c Provides flexible
grouping based on
students’ instructional
levels, rates of progress,
interests, or instructional
goals.
B.2. Knowledge of
individual differences
(a-d)
IRA standard for Pre-K &
ELED teachers (2008)
5.1.2 Change the
arrangement to
accommodate students’
changing needs.
C.3 Demonstrate
knowledge of assessment
principles and techniques
(a) Recognizes that a
critical goal of assessment
is to help the student
become more reflective
and self-sufficient learner.
(b) Recognizes assessment
as an ongoing and
indispensable part of
teaching and learning.
(c) Must take into account
the complex nature of
reading, writing, and
language, and must be
based on authentic literacy
tasks
(d) conduct assessments
that involve multiple
measures
(e) Use assessment for
bases of instruction
(f) Use meaningful
assessment to improve
instruction
3.1 .1 Understand purposes
for assessing student
performance including
tools for screening,
diagnosis, progress
monitoring, and measuring
outcomes.
TREC: A learning
Journey-ENMU
Theory
Effective practice
Commitment
Assignment/measurement
Critical reading inventory
Miscue analysis
Running record
Emergent literary packet
Word recognition and spelling
Affective factors packet
( each assessment includes
assessment data and individual
instructional recommendations
based on that data
Theory
Effective practice
Commitment
Theory
Research
Effective practice
Commitment
Critical reading inventory
Miscue analysis
Running record
Emergent literary packet
Word recognition and spelling
Affective factors packet
Critical reading inventory
Miscue analysis
Running record
Emergent literary packet
Word recognition and spelling
Affective factors packet
3.1.2 Recommend tools for
measuring student
performance including
screening, diagnosis,
progress monitoring, and
measuring outcomes…
3.1.3 Understand large
scale assessment designs,
state and district
assessment frameworks,
proficiency standards, and
benchmarks.
3.1.4 Reads and
understands the literature
and research related to
assessments, their
purposes, strengths, and
limitations.
3.2.1 Administer, and
interpret diagnostic
assessments for struggling
readers.
3.2.2 Provide support with
the analysis of data patterns
using assessment results.
Professional readings through
assigned textbooks and
supplemental articles,
understanding of these concepts
measured through discussion board
Researchers’ template in the area of
assessment
Critical reading inventory
Miscue analysis
Running record
Emergent literary packet
Word recognition and spelling
Affective factors packet
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3.2.3 Collaborate with
teachers in the
development, selection,
administration, and
interpretation of
appropriate assessments.
Discussion board with professor
and peers.
Critical reading inventory
Miscue analysis
Running record
Emergent literary packet
Word recognition and spelling
Affective factors packet
3.3.1 Use multiple data
sources to analyze
individual reader’s
performance and to plan
instruction and/or
intervention.
3.3.2 Use assessment data
to examine the
effectiveness of specific
intervention practices and
students’ responses to
intervention.
C. 4 Communicate
information about reading
(a) Communicates with
parents about strengths and
area that need
improvements.
(b) communicate with
parents about
developmental nature of
reading and expectations
for achievement
(c) Understands how to
involve parents
(g) Communicates with
professionals in assessing
and planning instruction.
B.3 Knowledge of
instructional materials
(a) understands how to
design, select, modify, and
evaluation materials
according to needs and
interest of individual
learner
(e) understands methods
for determining whether
materials are appropriate
for individual learner.
C.1. Knowledge of
instructional strategies
3.4.1 Communicate
assessment results to a
variety of appropriate
audiences for relevant
implications, instructional
purposes, and/or
accountability.
Theory
Effective practice
Commitment
Formal assessment reports provided
to professor and copies provided to
parents.
3.4.2 Report assessment
data as linked to individual,
classroom, school, and
state educational goals.
Formal assessment reports provided
to professor and copies provided to
parents.
3.4.3 Analyze and report
classroom, school, and
state assessment results to
appropriate audiences.
2.1.1 Develop and
implement reading and
writing curriculum….
Critical reading inventory
Miscue analysis
Running record
Emergent literary packet
Word recognition and spelling
Affective factors packet
Formal assessment reports provided
to professor and copies provided to
parents.
Theory
Effective practice
Commitment
Formal assessment reports which
include instructional
recommendations with each report.
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Course Objectives:
This course is designed to increase your understanding of the interrelationship
between assessment and instructional interventions for children who have experienced
difficulties when reading. You will also acquire skills related to organizing and planning
instruction based on ongoing, continuous assessment and for conferencing with parents
about their child’s reading behaviors. A major focus of the course will understand
categories of exceptionalities that may contribute to reading difficulties in regular
classroom settings and on designing appropriate instruction for those students whether
placed in classroom, pull-out programs, and/or clinical setting.
Teaching and Research for Effective Classrooms (TREC)
TREC is the model for the conceptual framework for the department of education
at Eastern New Mexico University. The ENMU School of Education views itself as a
community of learners, involved in an ongoing learning process of professional growth
and development. During this course, we will explore theories and current research in
literacy instruction for struggling readers/writers and its relationship to classroom
assessment and effective instructional planning for exceptional students. As a result we
will join in a larger conversation occurring in the literacy field around the vital issues of
all children’s rights to success and optimal learning environments for students who
struggle in literacy learning.
TREC: A Learning Journey
The Eastern New Mexico University College of Education and Technology views
itself and its constituents as a community of learners, involved in an on-going journey of
investigation. This vision translates into a strong commitment to the preparation of lifelong learners who are continuously involved in professional growth, learning, and
development.
The concept of continuous learning is seen as a long-term collaboration, or TREC.
This journey is unique; while it leads toward a destination, much of its value lies in the
stops that learners make along the way. The world of educational THEORY includes
theoretical frameworks developed by educators and educational researchers concerning
effective ways of teaching, learning and structuring and managing schools and schooling.
This investigation provides learners with knowledge of 1) Foundations, 2) Content, 3)
Learners, 4) Processes, 5) Teaching Strategies, and 6) Technologies.
Learners gain an awareness of the role of RESEARCH in development and validation
of educational theories, the processes employed by researchers to investigate educational
problems and challenges, and the valid use of research by teachers and administrators in
day-to-day problem-solving. Throughout the journey, travelers reflect on what has been
learned and experienced. They are continuously reconstructing their knowledge in light
of new investigations and discoveries.
Interspersed throughout the investigations of theory and research, learners frequently
visit schools and observe EFFECTIVE PRACTICES and use school visit opportunities
to investigate and reflect upon the practical application of theories and research.
Assuming the duties of a professional educator takes COMMITMENT. Candidates
must be committed to serving students of diverse race, sex, and creed and being involved
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in multicultural and global issues. Although values and dispositions are somewhat
ephemeral by nature, the unit's commitment to teacher preparation is illustrated in
numerous actions including personalized attention to students, modeled behaviors to
children and public school colleagues in field settings, care given to provide the best,
inclusion of current content and practices.
The Eastern New Mexico University College of Education and Technology
(ENMU CET) views itself and its constituents as a community of learners, involved
in an on-going journey of investigation. This course reinforces the vision that the
CET has a strong commitment to the preparation of life-long learners who are
continuously involved in professional growth, learning, and development.
Continuous learning is seen as a long-term collaborative journey, or TREC
(Theory, Research, Effective Practices, and Commitment). This learning journey is
unique, while it leads to a sense of empowerment based upon the context of the high
plains of the southwest, much of the journey is marked by means of the various
measures or benchmarks along the way.
In this course the significance of the learning journey or T.R.E.C is measured
(or benchmarked) by demonstrating the ability to administer assessments, interpret
data and make data driven instructional recommendations. Students will administer
and interpret several assessments. Based on those results, students will prescribe
instructional methods to support individual learning.
University Policies and Information:
Disability
As stated in the ENMU Undergraduate catalog, p.17, the mission of the University’s
Disability Services Program is “to assist in creating an accessible university community
where students with disabilities have an equal opportunity to full participation in all aspects
of the educational environment.” If you have one or more disabilities that qualify you for
academic accommodations, please provide the instructor with an Accommodation Form
from Disability Services within the first two class sessions. You will need an office
appointment with the instructor to discuss the form and obtain the instructor’s signature.
Academic Integrity
Cheating, plagiarism, and adopting others’ ideas or work as one’s own will not be tolerated.
Any act, which violates this policy, will result in grade changes and/or disciplinary action.
“All graduate students are expected to obey the laws of the state and nation and to pursue
their academic careers with honesty and integrity” (Graduate catalog 2010-2011, p. 11).
Course requirements and Expectations:
We will attempt to examine the issues relating to assessment and instruction through a
combination of approaches and readings. Each week, there will be a content module that must be
completed. Content modules include items such as: (1.) readings from text, (2.) virtual class
discussions on discussion boards, (3.) administration of assessments, (4.) Audio lectures, (5.)
digital video lectures, (6.)self-reflections, (7.) and papers.
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BLACKBOARD is a trade-off; there is no traditional class time on campus; however,
there is equivalent time assigned in activities, class discussions, or other assignments. This course
is a graduate level course. Therefore, I am assuming that for every credit hour, you spend
approximately 3 hours a week in reading for class and in doing assignments. This course is 3
credit hours; therefore, I am assuming that you will spend approximately 9 hours a week on this
course plus the equivalent of 3 hours on-line each week (the amount of time that would be spent
in a 16 week class) in discussion boards, reading materials posted, and other online activities.
BLACKBOARD is not easier than classes on campus; however, this format is often more
accommodating for students that otherwise would have to commute or those who have schedules
that attending class is difficult. You must dedicate a comparable amount of time per week online
as you would if you were attending class on site. Due to the format of BLACKBOARD, students
must be discipline to learn independently and keep up with the course requirements.
You must not miss deadlines. You will need to mail your assignments in to main campus.
You are responsible to keep copies of everything you submit in case of technical failures and/or
assignments lost in the mail and to provide those copies upon request from the professor.
BLACKBOARD is not capable with all programs; therefore, assignments must be submitted in
standard Microsoft word 2007, Microsoft Excel 2007, and/or Microsoft power point 2007. If I
cannot open your file, I will notify you immediately through the course email. It is your
responsibility to check your Blackboard email frequently and respond in a timely manner to
notifications. In cases which no response is received from you within 72 hours, the assignment
that is not accessible will receive a score of zero. Many assignments require student work
samples attached; therefore, you must have access to a scanner.
Due to the nature of the assignments in this course, many assignments must be mailed
into ENMU (hard copies). Assignments must be post marked by 5:00 p.m. on Sunday of the week
due. Do not wait until the weekend to begin your work, if you have questions I am not available
on weekends. I answer emails regularly M-F. Include information about your return address so
that I may return your graded work. You do not need to include return postage.
Mail your weekly assessments to:
Dr. Donalson
Eastern New Mexico University
Station 25
Portales, New Mexico 88130
I will have all information posted up on the web by Friday 5:00 p.m. the week prior to the
assigned content module. This early posting and changing of the home page allows you to have
the weekend prior to an assignment being due to work on the readings. I understand that most of
you are in teaching positions and very busy during the week.
What can you expect from me?
• You can expect me to respond to the discussion board.
• You can expect your assignments to be graded in timely fashion (in other words, you can
expect that you have your assignments graded with comments and back to you within one
week after submission).
• You can expect me to respond to your questions through email within 24 hours on
weekdays.
• You can expect to reach me on the phone during office hours (575) 562-2922. If I am in a
meeting or with another student, you may leave a message and I’ll return your phone call.
Leave information about the best time to return your call
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Course Requirements:
1. Affective characteristics
Factors that Affect Reading Packet, McKenna and Stahl (chp. 9) & Shanker and
Cockrum
(a) Administration of affective factors measurements
You are to administer 4 of the 7 affective assessments (grades 1-8). Turn in all completed
forms in your packet.
• Form 9.1, how I feel about reading (McKenna & Stahl, p. 213).
• Form 9.2, Tell me what you like (McKenna & Stahl, p. 214).
• Form 9.3, Elementary Reading Attitude Survey (McKenna & Stahl, pp.215-223).
• Form 9.4, Motivations for Reading Questionnaire (McKenna & Stahl, pp. 224-230).
• Form 9.5, The Reader Self-Perception Scale (McKenna & Stahl, pp. 231-234).
• Form 9.6, Reading Activity Inventory (McKenna & Stahl, pp.235-240).
• Form 9.7 Title Recognition Test (McKenna & Stahl, pp.241-242).
• Form 9.8 Adolescent Reading Attitudes survey (McKenna & Stahl, pp.243-245)
• Appendix A-15, Reading interests (Shanker & Cockrum, pp. 413-417).
(b) Narrative paper (approx. 6 pages, 12 pt. font, APA)
You are write a paper explaining the data you gathered, what those responses might mean
to the child you assessed, and teaching recommendations based on those responses.
2. Emergent Literacy
Emergent Literacy Assessment Packet, McKenna and Stahl (chp. 4) & Shanker &
Cockrum
(a) Administration of emergent literacy assessments (grades K-2). You are to administer 4
of the 8 emergent assessments.
• Form 4.1, checklist for concepts of print (McKenna & Stahl, p.90).
• Form 4.2, book handling (McKenna & Stahl, pp. 91-93).
• Form 4.3, picture walk (McKenna & Stahl, p. 94).
• Form 4.4, retelling evaluation (McKenna & Stahl, p.95).
• Form 4.5, emergent storybook reading scale (McKenna & Stahl, p.96).
• Form 4.6, alphabet recognition chart (McKenna & Stahl, p.97).
• Form 4.7, test of phonemic awareness (McKenna & Stahl, p. 98).
• Form 4.8, adaptation of hearing sounds (McKenna & Stahl, p.99).
• Phonemic Awareness testing Appendix A-2 (Shanker & Cockrum, pp. 231-241).
• Letter knowledge Appendix A-3 (Shanker & Cockrum, pp. 243-247).
(b)Narrative paper (approx. 6 pages, 12 pt. font, APA)
You are write a paper explaining the data you gathered, what that data might mean, and
teaching recommendations based on the data gathered.
3. Oral reading: CRI-Critical Reading Inventory, Applegate, Quinn, and Applegate
(a ) Administration of a CRI.
You are to administer, score and discuss the results from a CRI. You may use any child 1st-12th
grades. They must be able to read.
The CRI must include:
• word lists
• silent readings
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• oral readings
• retellings
• comprehension questions
• listening comprehension
• two of the three interviews (student, parent/guardian, and teacher).
(b) Scoring
You are to score the CRI according to the manual.
( c) Report
Write a narrative about what the results mean and what the implications are for individualized
instruction based on those results. The report should clearly identify independent reading level,
instructional reading level, frustration level, and listening comprehension level. The report must
follow the case study sample provided to you in class. The same subheadings should be in your
paper. The narrative report should be between 12-15 pages, 12 pt. font, double spaced, APA.
4. Oral reading: Miscue Analysis, Wilde (adapted from Goodman, Watson & Burke) &
McKenna and Stahl (chp. 8)
(a)Administration of Miscue analysis
Chose a reader between 3rd-12th grades.
Your miscue analysis must include:
• Burke Reading interview (Wilde pp. 106-107 or McKenna & Stahl p.190).
• Form 8.2, awareness of purpose of reading (McKenna & Stahl, p.191) or Form
8.3 Index of reading awareness (McKenna & Stahl, pp. 192-197).
• You must make up a typescript version of text
• Take a miscue reading record
• Conduct the retelling, first unassisted and then assisted
• Code the miscue
• Tabulate the numbers and percentages on the data sheets
• Write your impressions of the reading, retelling and Burke interview
• Write up you recommendations for teaching
Forms to include (found in Wilde text): Burke reading interview (appendix A, pp.106-107),
Retelling form (appendix D, p.115), coding sheet (appendix G, p.127), procedure IV (appendix H,
p.128).
(b) Implications and instructional recommendations
-You are to score the miscue analysis and write an implications narrative summarizing the results
and the implications for individualized instruction. The report should be approx. 8 pages, 12 pt.
font, double spaced, APA.
5.Oral reading: Running Record, McKenna and Stahl (chp. 3) and Clay (handouts)
You will complete a running record on a young child (K-3rd grade). Running Record
administration and scoring can be found in the McKenna & Stahl text (pp.53-63).
(a)Administration
• running record
• scoring sheet
• interpretation
(b) Implications and instructional recommendations
-You are to score the running record and write an implications narrative summarizing the results
and the implications for individualized instruction. The report should be approx. 5 pages, 12 pt.
font, double spaced, APA.
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6. Word recognition and spelling packet, McKenna & Stahl (chp. 5) & Shanker & Cockrum
(a) Administration of word recognition and spelling literacy assessments (grades 2-9). You
are to administer 4 of the 8 spelling/word recognition assessments.
• Form 5.1, Fry sight-word inventory (McKenna & Stahl, pp.116-122) or Form 5.2 Dolch
words (McKenna & Stahl, pp. 123-124) or Appendix A-4 (Shanker & Cockrum, pp. 249253) or Appendix A-5 (Shanker & Cockrum, pp. 254-312).
• Form 5.3, informal phonics survey (McKenna & Stahl, pp.125-131) or Appendix A-7
(Shanker & Cockrum, pp. 317-337).
• Appendix A-8, structural analysis (Shanker & Cockrum, pp. 339-368).
• Appendix A-9, knowledge of contractions, pp. 369-373).
• Form 5.4, z test (McKenna & Stahl, pp. 132-134).
• Form 5.5, test on onsets (McKenna & Stahl, pp.135-141).
• Form 5.6, Elementary spelling inventory (McKenna & Stahl, pp.142-144).
• Form 5.7, qualitative spelling inventory (McKenna & Stahl, p.145).
• Form 5.8, Morris-McCall spelling list (McKenna & Stahl, pp.46-147).
(b)Narrative paper (approx. 5 pages, 12 pt. font, APA)
You are write a paper explaining the data you gathered, what that data might mean, and teaching
recommendations based on the data gathered.
7. Discussion Board
This graduate class involves discussion and interaction. You are expected to be an active
participant at each class virtual discussions. We will discuss our results and findings. We will ask
our peers for suggestions. We will respond to the Graves’ text and other readings.
Participation is defined as active positive involvement in the course. Participation is identified by
posting thoughtful reflective responses, responding with depth to peers, and reading postings
from other students and the professor.
8. Research template and final reflection (30 points)
Research template (15 points)
The intent of the research template is to help you prepare for cumulative exams for the
masters program. You are to create a template with 8-10 researchers and include their ideas,
philosophies, and/or research in the area of assessment. The template may be organized by
researcher/assessment. The template must be course specific; in other words, the template must
be catered to people specifically covered in this course. The final template must be turned in by
Tuesday 5:00 p.m. finals’ week.
For example:
Miscue Analysis
• Some call the single best assessment
Designed by Goodman, Watson, and Burke
for oral reading
Modified by Wilde
• Provides a window into the student’s
reading process
• Analyzes semantic, syntax, and
graphophonics
• Looks at types of miscues, whether or
not meaning changes occurs
• Analyzes type of graphophonics errors
as high, some, and no similarities
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•
•
•
•
•
Uses the Burke Reading Interview to
inquire on knowledge of reading
strategies
Always includes a retelling and
analyzes text information and
inferences
Requires on-on-one administration
Requires typed transcripts for analysis
Can be time consuming, requiring
individual teacher time
Reflection paper (15 points)
In addition to the template, students must write a 2-3 page reflection paper. The paper
should include professional reflection about your individual growth process specifically
addressing, how has your thinking changed or developed in the area of assessment and evaluation
as a result of your experiences in this course?
Grading:
Critical reading inventory (CRI)………………………….50
Miscue analysis…………………………………………...50
Running record……………………………………………35
Emergent literacy packet………………………………….35
Word recognition and spelling……………………………35
Affective factors packet …………………………………..35
Participation/discussion board……………………………30
Reflective piece and research template (final)……………30
A
B
C
D
F
270-300
240-269
210-239
180-209
below 179
No assignments or projects will be accepted late. This course, RED 510, is being
conducted as a “hands-on” class. We move quickly through different literary assessments
and it is extremely difficult to catch-up once an individual falls behind. All assignments
must be post marked by Sunday of the week due.
The professor reserves the right to make adjustments to the syllabi, timeline, and/or
assignments through-out the semester as needed. Each class is different and therefore,
in order to best meet the needs of the students, adjustments occur occasionally.
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RED 510
Tentative Timeline
Weeks 1 & 2
Aug. 18 classes begin
Aug 23
Week 3
Aug. 30
Week 4
Sept. 6 labor day
Sept. 7
Week 5
Sept. 13
Week 6
Sept. 20
Week 7
Sept. 27
Week 8
Oct. 4 Midterm report
Text book assignment/ Topic
Assignment due
Instruction begins
Syllabus
Expectations covered
Read Graves (entire text)
Introduction to assessment
McKenna & Stahl chps. 1 & 2
Informal reading inventories and oral reading
Assessment
McKenna & Stahl chp. 3 (section on running
Records)
Running records supplements
Audio lecture on running records
Field work- conduct running record
Read grading rubric and assignment criteria
Write running record report
CRI (Critical reading inventory)
Read Applegate & Quinn sections 1-6
Listen to audio lecture on CRI
Read McKenna & Stahl, chp.3 (section on IRIs)
Watch CRI training DVD clips
Field work-conduct CRI
Enter data in AS II and figure results
Write CRI report
Refer to grading rubric and assignment criteria
Introduce yourself on Blackboard
Read syllabus on Blackboard
Discussion board over Graves and first two
Chapters of McKenna & Stahl
Open question forum on running records on
discussion board
Mail in running record report
Open question forum on CRI on discussion
board
Mail in CRI report
Word recognition and spelling
Read McKenna & Stahl chp. 5
Open question forum on word recognition and
spelling on discussion board
Mail in word recognition and spelling report
Week 13
Nov.8
Field work-conduct word recognition and
spelling assessments
Refer to grading rubric and assignment criteria
Write word recognition and spelling report
Miscue Analysis
Read Wilde chps. 1-11
Listen to audio lecture on Miscue Analysis
Field work-Miscue analysis
Complete Miscue Analysis coding sheet and
marking transcript
Refer to grading rubric and assignment criteria
Write Miscue analysis report
Week 14
Nov. 15
Affective Factors
McKenna & Stahl, chp. 9
Listen to audio lecture on affective factors
Week 15
Nov. 22
Thanksgiving break
Nov. 25-27
Field work-Affective measures
Process data
Write Affective factors report
Refer to grading rubric and assignment criteria
Week 16
Nov. 29
Emergent Literacy
McKenna & Stahl, chp. 4
Field work-Emergent Literacy
Process data
Write Emergent Literacy report
Refer to grading rubric and assignment criteria
Finals’ week
Week 9
Oct. 11
Fall break Oct.11-13
Week 10
Oct. 18
Week 11
Oct. 25
Week 12
Nov. 1
Week
Finals week Dec. 6
Open question forum on miscue analysis
on discussion board
Mail in Miscue analysis report
Open question forum on affective factors on
discussion board
Mail Affective factors packet
Mail Emergent literacy packet
Reflective piece and researchers’ template
Submit via Blackboard
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RED 510
Rubric for Factors that Affect Reading Performance
Exemplary (4) 90%-100%
Pertinent information on student’s background was provided in a narrative form.
Four of the seven affective assessments were administered and scored properly.
An interest inventory was completed and results are summarized in a narrative form.
Packet included inventories administered and scoring sheets.
Implications provided a summary and recommendations for instruction.
Writing was strong.
Student followed page number criteria set for assignment.
APA format was followed.
Proficient (3) 80%-89%
Pertinent information on student’s background was provided in a narrative form.
Four of the seven affective assessments were administered and scored properly.
An interest inventory was completed and results were summarized in a narrative form.
Packet included inventories administered and scoring sheets.
Implications provided a summary, but recommendations for instruction were vague.
Paper was well written.
APA format was followed.
Progressing (2) 70%-79%
Information on student’s background was provided in a narrative form.
Four of the seven affective assessments were administered and scoring had minor errors.
An interest inventory was completed.
Packet included inventories administered and scoring sheets.
Implications provided a summary.
Recommendations for instruction were missing or vaguely related to data obtained.
Writing had several errors.
APA format errors.
Unsatisfactory (1) 60%-69%
Information on student’s background was provided in a narrative form.
Four of the seven affective assessments were administered, scoring has significant errors.
An interest inventory was completed and results were summarized in a narrative form.
Packet included inventories administered and scoring sheets.
Implication section missing or not related to data obtained.
Recommendations for instruction are missing or unrelated to data obtained.
Writing was poor.
APA format was not followed.
Donalson 2009
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Rubric for Emergent Assessment Packet
Exemplary (4) 90%-100%
Packet included several assessments with a minimum of four of the eight emergent assessments.
Packet included additional information about the child or additional information obtained (such as
letter identification, etc…).
All assessments were administered and scored properly.
Packet included all the assessments administered and scoring sheets with the student’s writing.
Implications provided a summary that details the student’s level of development.
Recommendations for instruction were included with details of specific activities that would
address the individual student’s strengths and weaknesses.
Writing was strong.
Student followed page number criteria set for assignment.
APA format was followed.
Proficient (3) 80%-89%
Packet included several assessments with a minimum of four of the eight emergent assessments.
All assessments were administered and scored properly.
Packet included all the assessments administered and scoring sheets with the student’s writing.
Implications provided a summary that details the student’s level of development.
Recommendations for instruction were included with an over view of activities that would
address the individual student’s strengths and weaknesses.
Paper was well written.
APA format was followed
Progressing (2) 70%-79%
Packet included several assessments with a minimum of four of the eight emergent assessments.
All assessments were administered and minor scoring errors.
Packet included all the assessments administered and scoring sheets with the student’s writing.
Implications provided a summary that details the student’s level of development.
Recommendations for instruction were vague without a clear connection between the data and
planned instruction.
Writing has several errors.
APA format errors.
Unsatisfactory (1) 60%-69%
Packet included several assessments with a minimum of four of the eight emergent assessments.
All assessments were administered and scoring errors were significant.
Packet included all the assessments administered and scoring sheets with the student’s writing.
Implications for instruction were missing, undeveloped, or unrelated to data obtained.
Recommendations for instruction were missing ,undeveloped, or unrelated to data obtained.
Writing was poor.
APA format was not followed.
Donalson 2009
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RED 510
Rubric for Informal Reading Inventory (CRI)
Exemplary (4) 90%-100%
Packet included: word lists sheets, oral reading sheets, and silent reading sheets.
All assessments were administered and scored properly.
Packet included recapitulation record which accurately described student’s levels for oral reading, silent reading and
listening comprehension.
Miscue analysis worksheet was included.
Implications clearly delineated details that explained the results, explain the capability versus the actual achievement
(listening versus the reading performance), and the appropriate level of instruction for this child.
Packet included student interview.
Packet included either a teacher interview OR parent interview.
Recommendations for instruction were included with details of specific activities that would address the individual
student’s strengths and weaknesses as identified by analysis of the CRI.
Case study clinical report was well written, followed subheadings of models provided in class, is APA format, was
between 12-15 pages double spaced, and demonstrates a clear understanding of all assessment data and interview
information.
Proficient (3) 80%-89%
Packet included: word list sheets, oral reading sheets, and silent reading sheets.
All assessments were administered and scored properly.
Packet included recapitulation record which accurately described student’s levels for oral reading, silent reading and
listening comprehension.
Miscue analysis worksheet was included.
Packet included student interview.
Packet included either a teacher interview OR parent interview.
Implications explained the results, explain the capability versus the actual achievement (listening versus the reading
performance), and the appropriate level of instruction for this child.
Recommendations for instruction were included with activities that would address the individual student’s strengths
and weaknesses as identified by analysis of the CRI.
Case study clinical report was well written, follows subheadings of models provided in class, was APA format, was
between 12-15 pages double spaced, and demonstrated a general understanding of all assessment data and interview
information.
Progressing (2) 70%-79%
Packet included: WRI sheets, oral reading sheets, and silent reading sheets.
All assessments were administered properly and scoring had minor errors.
Packet included recapitulation record which accurately described student’s levels for oral reading, silent reading and
listening comprehension.
Miscue analysis worksheet was included.
Packet included student interview.
Packet included either a teacher interview OR parent interview.
Implications discussed results, stating capability versus the actual achievement (listening versus the reading
performance), and the appropriate level of instruction for this child.
Recommendations for instruction were included however vaguely connected to data.
Case study clinical report was written with several errors, followed subheadings of models provided in class, was APA
format, was between 12-15 pages double spaced, and demonstrated vague understanding of all assessment data and
interview information.
Unsatisfactory (1) 50%-69%
Packet included: word list sheets, oral reading sheets, and silent reading sheets.
Assessments were administered incorrectly or scoring had significant errors.
Packet included recapitulation record which may be missing accurate student’s levels for oral reading, silent reading
and listening comprehension.
Miscue analysis worksheet was included however, was missing data or not scored properly.
Implications were missing, undeveloped, or unrelated to data obtained.
Recommendations for instruction were missing, undeveloped, or unrelated to data obtained.
Case study clinical report was poorly written (several writing errors or plagiarism is evident), missing subheadings of
models provided in class, was not APA format, was not between 12-15 pages double spaced, and demonstrated a
vague understanding of all assessment data and interview information.
Donalson 2008
- 15 -
RED 510
Rubric for Miscue Analysis
Exemplary (4) 90%-100%
Miscue analysis was included (marked transcript).
Burke’s reading interview was included.
Retelling rubric was included.
Miscue scoring sheet was included and figured properly.
Sheet was marked properly (ynp)
Reader’s profile included analysis with depth and clarity.
Implications for instruction were explicit and clearly linked to the data obtained.
Writing was strong.
Page number criteria set were followed.
APA format was followed
Proficient (3) 80%-89%
Miscue analysis was included (marked transcript).
Burke’s reading interview was included.
Retelling rubric was included.
Miscue scoring sheet was included and figured properly.
Reader’s profile analysis was vague.
Implications for instruction were general and vaguely linked to the data obtained.
Paper was well written.
APA format was followed.
Progressing (2) 70%-79%
Miscue analysis was included (marked transcript).
Burke’s reading interview was included.
Retelling was included but not analyzed.
Reader’s profile analysis was implicit and not clearly stated.
Miscue scoring sheet included errors.
Implications for instruction were disconnected from the data obtained.
Writing had several errors.
APA format errors.
Unsatisfactory (1) 60%-69%
Miscue analysis was included (marked transcript).
Transcript markings (ynp) was incomplete or incorrectly done.
Burke’s reading interview was incomplete.
Retelling was missing or missing data.
Reader’s profile missing, lacked depth, or unrelated to data obtained.
Implications missing, lacked depth, or unrelated to data obtained.
Writing was poor with several errors.
APA format was not followed
Donalson 2009
- 16 -
RED 510
Rubric for Running Record
Exemplary (4) 90%-100%
Running record analysis was included (marked text).
Running record scoring sheet was included and figured properly.
Sheet was marked properly (msv)
Reader’s profile included analysis with depth and clarity.
Implications for instruction were explicit and clearly linked to the data obtained.
Writing was strong.
Page number criteria set were followed.
APA format was followed.
Proficient (3) 80%-89%
Running record was included (marked text).
Sheet was marked properly (msv)
Running record sheet was included and figured properly.
Reader’s profile analysis was vague.
Implications for instruction were general and vaguely linked to the data obtained.
Paper was well written.
APA format was followed.
Progressing (2) 70%-79%
Running record was included (marked text).
Reader’s profile analysis was implicit and not clearly stated.
Running record sheet included errors.
Sheet was marked improperly and contained errors (msv)
Implications for instruction were disconnected from the data obtained.
Writing had several errors.
APA format errors were present.
Unsatisfactory (1) 60%-69%
Running record was included (marked text).
Transcript markings (msv) were incomplete and/or contained errors.
Reader’s profile missing, lacked depth, or disconnected to data.
Implications missing, lacked depth, or disconnected to data obtained.
Writing was poor, not to the standard expected.
APA format was not followed.
Donalson 2009
- 17 -
Rubric for Word Recognition and Spelling Packet
Exemplary (4) 90%-100%
Packet included several assessments with a minimum of four of the eight assessments.
All assessments were administered and scored properly.
Packet included all the assessments administered and scoring sheets with the student’s writing.
Implications provided a summary that details the student’s level of development.
Recommendations for instruction were included with details of specific activities that would
address the individual student’s strengths and weaknesses.
Writing was strong.
Page number criteria were followed.
APA format was followed.
Proficient (3) 80%-89%
Packet included several assessments with a minimum of four of the eight assessments.
All assessments were administered and scored properly.
Packet included all the assessments administered and scoring sheets with the student’s writing.
Implications provided a summary that details the student’s level of development.
Recommendations for instruction were included with an over view of activities that would
address the individual student’s strengths and weaknesses.
Paper was well written.
APA format was followed
Progressing (2) 70%-79%
Packet included several assessments with a minimum of four of the eight assessments.
All assessments were administered and scored properly.
Packet included all the assessments administered and scoring sheets with the student’s writing.
Implications provided a summary that details the student’s level of development.
Recommendations for instruction were vague without a clear connection between the data and
planned instruction.
Writing had several errors.
APA format errors were present.
Unsatisfactory (1) 60%-69%
Packet included several assessments with a minimum of four of the eight assessments.
All assessments were administered and scored properly.
Packet included all the assessments administered and scoring sheets with the student’s writing.
Implications for instruction were missing, undeveloped, or disconnected to data obtained.
Recommendations for instruction were missing, undeveloped, or disconnected to data obtained.
Writing was poor.
APA format was not followed.
Donalson 2009