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Tell Me What You Like!
Source:  McKenna and Stahl, Assessment for Reading Instruction
Strengths:  Easy to administer, helps kids think a little more about how much they like something (rank topics A-F)
Weaknesses: Kids can like or dislike too many things to get a clear pictures on their favorites.  The student that I had fill this out ranked 18 topics with an A.
Suggested Use:  A quick way to find out students interests in order to guide book choice.
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Motivation to Read Profile
Sources:  Mallow, Marinak, Gambreel, and Mazzoni (found in Assessment for Reading Instruction)
Strengths:  Use it to find out how students feel about themselves as readers.
Weaknesses: I would like to see some more information about how they answered the questions.  Maybe could use this and then follow up with students in an individual conference.
Suggested Use:  I would use this at the start of the year and then again later on to see how students feel about themselves. I like the questions about what students do when they come to a word they don't know as well...gets kids thinking about decoding.

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Source: Fountas and Pinnell Benchmark Assessment by Heinemann
Strengths: Great tool for in depth comprehension evaluation.
Limitations: Doesn't leave room for student's thoughts or opinions.
Suggested Use: To guide placement for guided reading groups and target skills that need to be worked on.
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Source: 200 High Frequency Word Assessment by F &  P (5 lists)
Strengths: Allows you to quickly see where a student is at with their high frequency words.
Limitations: Does not give any phonemic or phonics feedback.
Suggested Use: Quick check - possibly several times a year especially in the younger grades.

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Your Favorites List
Source: Smekens Education Solutions
Strengths: Quick and fun for students to fill out, easy to administer
Limitations: Does not provide extensive info about student's reading habits
Suggested Use: Use as an ice-breaker to get the student comfortable with you and the session.

Traits of a Reader
Source:  Quality Teaching Network 2004  ( in Moodle)
Strengths: Gets student thinking about their thinking while reading. Student tallies their own score for immediate results. Great questions!
Limitations:  I think it is a bit short.
Suggested Use: This would be a great survey to give during the first week of school as a way of letting students know that they should be thinking while reading, and as a sort of preview of future lessons about thinking while reading. This is also a great way to find out the different learning styles of one's students and what graphic organizers would work for each student.

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Elementary Reading Attitude Survey (McKenna & Stahl, 2015)
Strengths: Easy and quick to administer, Engaging to student (Garfield pictures to circle), Can be quickly scored
Limitations: Implies "reading" and "playing" are inherently two different things
Suggested Use: Compare student attitudes at beginning of year versus end of year, Track changes in student engagement in reading
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Survey of Adolescent Reading Attitude (McKenna & Stahl, 2015)
Strengths: Easy and quick to administer, Covers multiple types of literacies
Limitations: Some questions are redundant, Not normed for upper level high school students, Student wasn't sure whether to choose 3 or 4 for questions he was neutral about
Suggested Use: A teacher could use this to get to know the abilities/confidence levels of a new population of students (beginning of the school year/semester)

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Bethany P.
1. Interests and Reading Survey.
Source: (Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and
College Classrooms, pages 294-298, 2012 WestEd.)
Strengths:
- This survey covers both reading and general interests
- Learn about family literacy practices through the questions
-Learn about what students believe is a good reader and what actions this person perfroms daily
-Asks about what genres of books the reader enjoys
- inquires about favorite authors
-inquires about what students hope to achieve from their class

Limitations:
- impersonal: its too long to  administer one on one, unless you only discuss certain parts
- more qualitative - not a good way to graph results
Suggested Use:
This survey appears like it is meant for perhaps middle school six grade and above. Its very wordy and would not be good for younger grades most likely.

2. Reading Survey
(Penny Kittle)

Strengths:
- Quick to administor
- Holds both quantitative and qualitative questions
-Questions reflect students' reading habits
- assessment gives student a brief reflection period with 2 short open ended questions
- Part of assessment could be conversational if done one on one between teacher and student.

Limitations:
-Open for student interpretation
- accessible for probably older students grade 4 and up
- does not allow space for students to explain each item in the quantitative section. (But this could be added)

Suggested Use:
- I would use this survey for upper elementary through perhaps high school in the beginning of the year and perhaps at the end of the year to see how their views of themselves as readers has changed.

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Feb 12, 2018 ... As the art of close reading has declined, a cohort of experts has emerged to ... According to a 2016 Pew Research Center survey, the typical American .... Kittle, too, reiterates the importance of the physical book-not so much ...

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Anne B

Here's How I Feel About Reading
(McKenna and Dougherty Stahl, Assessment for Reading Instruction, 2015)

Strengths:
-Easy to administer
-Open-ended and low pressure, so students don't feel like there is one "correct" response
-Provides information about students' beliefs about reading and their reading interests
-Additional questions can be added in order to gather more information
-Could be used in a group setting for efficiency or one-on-one as a reading interview

Limitations:
- Due to its open-ended format, it cannot be used for quantitative analysis

Suggested Use:
This is meant to be an introductory, get-to-know-you activity that would be helpful at the beginning of the year to gather insights into students' reading interests, habits and beliefs. This could be used with students Kindergarten - 6th grade. It could be used both in the beginning and end of year to note changes in reading beliefs and interests over time.

Motivations for Reading Questionnaire
(McKenna & Stahl, Assessment for Reading Instruction, 1995)

Strengths:
-Measures different aspects of students' reading motivations to identify what makes students motivated or not motivated to read
-Categorizes student responses into 11 subscales, which provides detailed information about each student's motivations to read
-Comprehensive, with 54 statements and four scoring options for each
-Could be administered in a group setting or individually
-Profiles could be analyzed individually or as groups to identify trends
-Valid and reliable assessment
-Could be used with students 3-6

Limitations:
-Scoring by hand is a lengthy process, especially for an entire class
-The protocol and questionnaire are formalized and don't allow for any modifications
-The language and/or length may be difficult for EL students
-Some items are not applicable for all students, e.g. "I often read to my brother or sister"

Suggested Use:
This questionnaire could be used at the beginning, middle or end of year to assess students' reading motivations. The results could be analyzed to identify individual student motivations or trends by group.  This information could inform instructional decisions and reading conferences, as well as help teachers know how to honor students' intrinsic motivations while building capacities in other areas. The information could be used in PLC conversations about reading to identify and address trends across a grade level or school.

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1. Survey of Adolescent Reading Attitudes (McKenna & Stahl, 2015)

Strengths:

-Can quickly be administered

-Given to a group of students or individuals

-Gives data about recreational and academic text use

-Includes information about use of text in digital and print

-Easy to score quickly

Limitations:

-Students may simply circle numbers and misinterpret the directions

-Social media has a large influence in this survey. If students aren’t allowed to use social media or phones at home, they may not be able to answer some of these questions.

-It does not provide specific information about the types of books that students enjoy reading

-You will need to download a scoring sheet to calculate the subscale scores and find the percentile ranks, which you need to have login access to

-National norms are available for students in grades 6-8, otherwise subscale scores need to be used

Suggested Use:

I would use this survey at the beginning of the school year with students to determine whether their reading strengths are academic or recreational. I would not only use this survey, but would have an additional assessment available for students to fill in specific information about books or topics that they enjoy reading about to hear their personal voice. This second assessment would be more open-ended to give students an opportunity to express their interests.

2. Here’s How I Feel About Reading (McKenna & Stahl, 2015)

Strengths:

-Quick and easy to administer

-Open-ended

-Gives students an opportunity to be honest about their feelings regarding reading

-Provides insight into peer influences on reading

- Discusses reading habits at home and school

-Students can discuss future reading goals

Limitations:

-Students can fill in as little or as much as they would like

-Responses can be vague from students

-Does not provide specific details about reading motivation (recreational or academic interests)

-Assumes that most answers will be positive based on the sentence stems

Suggested Use:

I would not necessarily give this assessment to an entire class at the beginning of the school year, rather it would be something that I would complete with individual students during a one-on-one reading conference time.  I would give this assessment at the beginning of the year and the end of the year to see how students’ attitudes have changed over time. Once I have an overall idea of what the student’s reading habits are like through other surveys, like the Survey of Adolescent Reading Attitudes (McKenna & Stahl, 2015), and classroom observations, I would use this assessment to give me a better idea of what specifically they enjoy or do not like about reading.

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Survey of Adolescent Reading Attitudes (SARA) (McKenna & Stahl, 2015)

Strengths:

*Brief survey

*Can be used with a large group

*Scoring is easy and straightforward with the spreadsheet provided

*Questions demonstrate that literacy comes in many forms

*Objective way to analyze students’ literacy interests

*Would be understandable and applicable to a wide age range, especially intermediate and secondary students.

*Allows a teacher to see if a student has outliers or extremes in a few areas, or if their scores are fairly steady across categories.

*Can see if a certain literacy form or purpose is preferred.

Limitations:

*Small age range for which it has been normed (grades 6-8)

*Can only compare against the national norms if used in grades 6-8.
*Assumes digital media access

Suggested Uses:

I can see this tool being used at the beginning of the year as teachers begin to get to know their students. It would provide helpful information on where students’ interests lie within the myriad of literacy avenues in their lives. It may start a springboard discussion about some of these atypical literacies, and can provide teachers with information that can help them plan lessons that build on student strengths. It may also provide students with a new way of thinking about their literacy strengths, and help them form a positive identity around their strengths and interests.

Reader Self-Perception Survey (Henk &  Melnick, 1995)

Strengths:

*Brief survey

*Can be used with a large group

*Scoring is fairly simple

*Allows students to evaluate their feelings about themselves as readers

*Four dimensions of self-perception are explored: Progress, Observational Comparison, Social Feedback, and Physiological State. This is an interesting, comprehensive breakdown that can help teachers see specific areas that are impacting their identities as readers.

*Information can help identify areas that need to be supported.

*The goal of the survey is to gain information that will help increase motivation and self-esteem in reading.

Limitations:

*5-point scale has an undecided as the middle option. This could skew the interpretation as it does not necessarily indicate positive or negative feelings.

*Scoring is not normed for age/grade level.

Suggested Uses:

This tool would be a good assessment to give at the beginning of the year as you are getting to know your students, and you could also use it at the end of the year to see how children’s self-perceptions have changed throughout the year. I have also used this at the beginning and end of a reading intervention with intervention students. The information that the survey provides allows you to get to know your students more personally, and see the nuances of their literacy identities. Teachers can use the information to design lessons and classrooms that help increase motivation to read and positive feelings about reading.

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1.  Motivation to Read Profile (McKenna & Stahl)

Strengths:
~Clear, simple format
~Easy to administer
~Can be give whole group or individually.
~Easy to score
~Asks questions that gives important, useful data.
~Range of questions offers data points on a variety of reading behaviors/feelings.
~Extends to conversational interview if necessary.
Limitations:
~ Students do not have the opportunity to explain further their answers.
Suggested Use:
~I would use this survey to find out about how students truly feel about reading.  It covers everything from how they think they figure out words they don't know to how they feel when they are reading independently vs. in a whole or small group.  It's a great tool to use to identify anxieties or frustrations students may have about reading.

2.  Here's How I Feel about Reading
Strengths:
~Open-ended for students on elaborate their thinking.
~Easy to administer.
~Questions cover how a student feels about reading at school as well as at home.
Limitations:
~Some students may not want or be able to provide much information on an open-ended questionnaire.
Suggested Use:
~A great tool to use at the beginning of the year. I think it would be better used as an interview with a student vs. having them fill out on their own. I found that I had a lot of extending/probing questions that led to great discussion with my student.

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Elementary Reading Attitude Survey (McKenna and Stahl)
Strengths -
- it was quick and easy to administer
- it gave a range for the answers
- can easily be given in a group
- easy to score
Limitations -
- the two choices in the middle were a little confusing for the student even after I explained them
- some questions are repetitive just worded differently and that was frustrating for the student I gave it to
Suggested Use -
- I would use this with a class towards the beginning of the year - read the questions to the students
- use to find out how students feel about reading at school and at home

2. Here's How I Feel About Reading (McKenna & Stahl)
Strengths -
- open ended
- easy to administer and read the answers
- has a range of questions about reading at school and at home
Limitations -
- it's open ended - some students will struggle thinking of ideas (such as what is your favorite book)
- there is a lot open to interpretation for each question
Suggested use-
Use with students at the beginning of the year to get a feel for what their thoughts are about reading. If used in a younger classroom, either a teacher or para do one on one with the students and write the answer for them.

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Wendy L.

1.  Elementary Reading Attitude Survey (ERAS) (McKenna and Kear, 1990)

Strengths:

·        Assessment can be duplicated and includes directions for administering, scoring, and interpreting.

·        Percentile ranks of how students compare to national sample of more than 17,000 children is available.

·        Simple to administer and score – can be administered to whole group in about 10 minutes.

·        Differentiates attitudes about recreational AND academic reading.

·        Lighthearted and playful appearance – would be especially useful for students who may have test-taking anxiety.

Limitations:

·        Should include a picture of a straight face to depict neither happy nor upset.

·        No opportunity for students to elaborate on their answers.

·        Only evaluates attitudes toward reading, not actual performance.

Suggested use:

Use with elementary students at the beginning of the year to get a quick indication of students’ attitudes toward reading.  Provides the teacher with a sense of how students feel about reading for fun versus reading for school.

2.  Motivation to Read Profile—Revised (McKenna and Stahl, 2015)

Strengths:

·        Assessment can be duplicated and includes directions for administering, scoring, and interpreting.

·        Easy to administer and score – whole group.

·        Differentiates value of reading AND reading self-concept.

·        Includes a conversational interview to dig deeper into individual student’s thinking about value and self-concept.

·        Interview has nothing to score, so follow-up prompts and additional questions could be explored.

Limitations:

·        Part two is a conversational interview that must be given individually.

·        Only evaluates attitudes toward reading, not actual performance.

Suggested use:

Use with students grades 2-6 at the beginning of the year to learn about students’ thinking of the value of reading and whether reading is becoming part of their identities.  It would be interesting to administer again at the end of the year to see if their attitudes have changed.

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1.Traits of a Reader:
Quality Teaching Network 2004 (in affective assessment resource folder in Moodle)
Strengths:
-Gives a glimpse into how students feel about themselves as readers
-Short; easy to administer
-Provides insight into students' metacognition
-Students are able to self score and descriptors of results are student-friendly
Limitations:
-Short, provides very limited amount of information
-No space for elaboration unless teacher seeks out discussion
-May be hard for students to reflect on their own thinking about their reading
Suggested Use:
I would use this in the beginning of the year to get an idea of where students are at, and periodically throughout the year to check progress.  It would also be a great springboard for discussion around metacognition.

2. Survey of Adolescent Reading Attitudes (McKenna & Dougherty Stahl, 2015)
Strengths:
-Asks about a variety of text types and reading experiences (at home, online, socially, in class, etc.)
-Detailed explanations of results offering a variety if insights
-Easy to administer and straightforward for students to understand.
-Detailed explanation for interpreting results
Limitations
-Brief, not much opportunity for expanding
-Mentions digital text; teacher would need to know the access of students to these texts before administering.
Suggested use:
I like the idea of using this at the beginning of the year and throughout, but also using it as a way to talk about how we "read" in more ways than books at school.

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1. Motivation for Reading Questionnaire
Strengths:
-Many questions in the questionnaire (54) could increase reliability
-Assessment has 11 sub-scales that each represent a different type of motivation for reading (2-7 questions per subscale)
-Group assessment; simple, efficient, easy to understand for intermediate elementary sts +
Limitations:
-Students are not able to elaborate on responses
-Some questions assume certain things, such as a student has a brother or sister ("I often read to my brother or sister.")
-Questions seem to be geared more towards students in grades 3-6
-Takes a long time to score by hand
Suggested use:
-Use with upper elementary and middle school students in order to understand which students are motivated by different factors
-Administer to small groups of students, targeted to kids not yet fully engaged

2. Survey of Adolescent Reading Attitudes
Strengths:
-Gives teachers more understanding of how students feel differently about digital vs. print reading, as well as recreational vs. academic reading.
-Brief- 18 questions
-Students rate how they feel on a six point scale
-Questions are empowering "How do you feel about..."
-able to score using excel spreadsheet
-norms are available (somewhere?)
-Includes suggestions by Conradi, et al (2013), on how to use results.
Limitations:
-Assumes student has access to digital texts regularly
Suggested use:
-Administer as group assessment at beginning of year and perhaps at midpoint
-Use as conversation starter about how reading takes place in many places and for different purposes; build student self-knowledge
-Incorporate Conradi's suggestions as makes sense for your students and environment

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1. Survey of Adolescent Reading Attitudes (SARA)(Mckenna & Dougherty Stahl, 2015, p.263)
Strengths:
~ Simple format
~ Practical questions
~Easy to administer to an individual or whole class
~Nonthreatening to students
~Provides insight into an individual's belief in oneself
~Provides insight as to how one feels about reading
~Depicts the many pathways reading takes, social media, internet, dictionaries, etc.
~Easy to score and interpret
Limitations:
~ Not a norms based eval, but perhaps there's no need for norms here
~ No place, as is, to add any questions conducive to your class
Suggested Use:
~Beginning of the year/semester getting to know you tool
~Use to learn how to approach each student in regards to assignments

2. Tell Me What You Like (McKenna & Dougherty Stahl, 2015, p.251)
Strengths:
~Leaves a place for students to add their own topics
~Gives students a voice
~ Helps teachers to learn about their students' interests in order to provide books to their liking
~ Easy to administer and look over
Limitations:
I don't see any considering it is meant to be an introductory survey
Suggested Use:
Again, this is a great beginning of the year/semester survey to learn more about each student in your class. Small groups could be formed for projects based on interest. It's a great reference tool if a child performs poorly during a lesson/unit on a topic they scored with a D or F.

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1. Index of Reading Awareness
Strengths:
-quick and easy to administer
-it can be implemented in a larger group
-quick and easy to score
-it was divided into four sub test sections
Limitations:
-multiple choice so you do not get a chance to further explore the meaning of their answers
-limited questions for each sub test (only five per category)
-very general interpretation of the scores
Suggested Use:
This would be a good assessment to give at the beginning of the year to get an idea of how students are thinking about reading and how they read. Because this assessment does contain a lot of important reading skills I think I would develop some mini-lessons around the questions and explore with the class through examples what these concepts mean. It would be easy to compare results at the end of the year to see how thoughts have changed.

2. Burke Reading Interveiw
Strengths-
-the questions were very specific and gave you a lot insight into what they see a good reader do
-there is an honest question about if they feel they are a good reader and why or why not? very revealing about there self evaluation as a reader
-the questions encouraged inquiring into more information
-there is a lot of self reflection in this interveiw
-short and very pointed
-provides some very insightful and personal information about a student and how they see and developed their reading skills
Limitations:
-because the questions are so direct some students may feel uncomfortable sharing
--it is a one-on-one interview that would need some privacy when administering it
-it may get too personal for some students
Suggested Use:
This assessment would be a great tool to get insight of a student. The questions really lead into having the student reflect on how they see others and themselves as readers. Because of this personal reflection you would want to administer it a few months into the school year after trust in the classroom and with you as a teacher has been established. It also would allow you to have a brief understanding of some of their reading strategies.
The question "What would you like to better as a reader? could lead into some nice goal discussions for the school year.

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Affective Assessment Analysis

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Affective Assessment

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1. Survey of Adolescent Reading Attitudes (SARA) (McKenna & Dougherty Stahl, 2015, p. 263)
Strengths
*Included traditional reading as well as more technological type reading.
*Clean, easy to read layout.
*Brief- a place to start without being a burdern to take; also the interpreting directions show a surprising variety of ways to comb through the data
Limitations:
*Brief- not super deep
*Assumes access to computers
*No norms for comparison
Suggested Use:
I'd use at the beginning of the year to get to know my student's better.  Who is interested in what and what  are their overall attitudes about reading.  The interpretation guidelines/ideas provide a nice way to start to think about next steps.

2. Traits of a Reader-Self  Evaluation Rubric
Strengths
*Brief- could easily be reused throughout the year; could help get a quick glimpse of whole class to see if they all need same type of help
* Helps students think through some specificstrategies and how they use them
*Clean, easy to read layout.
* Has a scale at the end where students tally their responses and then read a suggestion to be a better reader.
Limitations:
*Brief- not super deep so would
not yield a lot of instructional next steps
*Seems a bit too esy to simply pick what appears to be the "right answer."
Suggested use:
I would use this tool to remind students what good readers do periodically throughout the year increase self -assessment in reading....perhaps during reporting times like conferences.