# data[].attributes.body
Running records is something I did in my student teaching placement last year. However, I do not think I’ve used any other forms of literally assessments.

# data[].attributes.body
I have done running records in student teaching but have very little experience with any other reading assessments.

# data[].attributes.body
I have used literacy assessments as beginning of the year, middle of the year and end of the year probes to help teachers understand their students and track progress/ monitor and create intervention groups based on that data.

# data[].attributes.body
I've used STAR testing as a formal assessment of my students, to see what their reading level is. Otherwise, I haven't used much else for literacy assessment. (Definitely why this class will be so helpful!)

# data[].attributes.body
A goal of mine would be to know how to use literacy assessments correctly in a way where I know the assessment I am giving is actually going to test my students’ learning.

# data[].attributes.body
During my first year of teaching our district utilized DRA's as benchmark assessments for students fluency, accuracy, expression, and comprehension

# data[].attributes.body
I've used in class running records, fluency screens, words their way, to determine student levels and areas for growth

# data[].attributes.headline
During my literacy internship program for my Master's Degree, I had to take a course on diagnosing learning disabilities and we had to conduct a case study. We studied how to use Words Their Way, we used the Observation Survey book for running records, and we also used the QRI. Currently, I have been using Words Their Way in my classroom the past 4 years.

# data[].attributes.subject
During my literacy internship program for my Master's Degree, I had to take a course on diagnosing learning disabilities and we had to conduct a case study. We studied how to use Words Their Way, we used the Observation Survey book for running records, and we also used the QRI. Currently, I have been using Words Their Way in my classroom the past 4 years.

# data[].attributes.body
I have worked with running records

# data[].attributes.body
My personal goals for this course include how to use these informal assessments to not only drive my instruction, but form meaningful sessions based on the data.

# data[].attributes.body
I am interested in becoming more comfortable with and knowledgeable of assessments and how I can use the data from them to improve my instruction.

# data[].attributes.body
I have also used running records as assessments along with district wide assessments and formal assessments such as F&P, DRA, Words Their Way.

# data[].attributes.body
I'd like to be able to analyze my students as readers when their needs aren't as clear. I want to be able to comfortable using a variety of assessments in my classroom.

# data[].attributes.body
My district currently uses Running Records, both formal and authentic, as benchmark assessments, along with sight word and fluency screen. During a course last spring semester we became familiar with the observations survey

# data[].attributes.body
I guess figuring out which assessment to use and when...

# data[].attributes.body
I would like to learn more about assessments other than the ones we have been exposed to in order to better assess my students abilities

# data[].attributes.headline
I would like to know more about how to use this assessment in my reading classroom, and how to use this effectively.

# data[].attributes.subject
I would like to know more about how to use this assessment in my reading classroom, and how to use this effectively.

# data[].attributes.body
I want to find more ways to assess my students so that I can not only inform my instruction, but so I can really see what my students are missing.

# data[].attributes.body
How do schools decided which assessments are required to be used on every student

# data[].attributes.headline
I have used running records, DRA, and Words Their Way

# data[].attributes.subject
I have used running records, DRA, and Words Their Way

# data[].attributes.headline
Something that I would like to learn is how to diagnose a reading disability. I have taken courses in the past, but I feel out of practice with how to diagnose a reading disability. I am also really interested in exploring different assessments to help me help my students become better readers

# data[].attributes.subject
Something that I would like to learn is how to diagnose a reading disability. I have taken courses in the past, but I feel out of practice with how to diagnose a reading disability. I am also really interested in exploring different assessments to help me help my students become better readers

# data[].attributes.body
When should I use certain assessments? Are there aspects of literacy that are not easily assessed ?

# data[].attributes.body
I have used informal and formal assessments in my student teaching and when I taught eighth grade reading. I also used literacy rubrics and informal assessments to assess my prekindergarten students. Currently I use running record in the LLI program I use as a paraprofessional.

# data[].attributes.body
what are the best kinds of assessments to use in terms of reading comprehension?

# data[].attributes.body
I have used assessment such as running records and the PSI as benchmark assessments. I have also used other assessments such as QPS, spell checks and fluency checks to monitor my students’ progress, and to inform my instruction.

# data[].attributes.body
How can we decide if an assessment score is valid for a student?

# data[].attributes.body
One goal for this course is to become more knowledgeable about assessments and how to use them in the general classroom setting as well as small groups and how those assessments will drive my instruction for learners in multiple grade levels and reading levels.

# data[].attributes.headline
I would like to learn about different types of assessments to use to help my students

# data[].attributes.subject
I would like to learn about different types of assessments to use to help my students

# data[].attributes.body
I would like to learn how to incorporate these assessments into my current practice in order to give my students the instruction that they need

# data[].attributes.body
How do you determine which assessment would be a good fit for a student and/or an area of reading that a student struggles with? Validity I guess?

# data[].attributes.headline
Is this assessment fit for every student? 

# data[].attributes.subject
Is this assessment fit for every student? 

# data[].attributes.body
I have administered running records, QRI, and observed students taking the STAR computerized assessment. In previous courses for 102/097 I have been introduced to the Observational Study and Concepts about print.

# data[].attributes.body
How do I know which assessment will be best for a specific student

# data[].attributes.body
How do I know which assessment will work best?

# data[].attributes.body
I would like to learn how to better investigate a student and to determine/rule out that they may have a reading disability. Also, I would like to become more confident administering assessments with struggling readers in my class to learn more about them as readers.

# data[].attributes.body
Are we expected to have background experience with assessments or is it okay if this is our first real learning experience with them?

# data[].attributes.body
what assessments are best for progress monitoring students

# data[].attributes.body
I would like to analyze the assessments that we are currently using as a district to see that they are measuring what they are supposed to and that we can learn a lot about our students from them.

# data[].attributes.body
For the Case Study, it reads that we will identify a set of assessments to use in our first meeting with the student. Do these assessments include the QRI and Observational Survey or are we determining these assessments on our own?

# data[].attributes.body
I want to reacquaint myself with assessments I learned during my undergraduate and graduate literacy courses and become more knowledgeable about new assessments.

# data[].attributes.headline
We use STAR in my district as a school wide assessment, we use dibels, I've given running records, DRA's, Fauntas and Pinnell testing, Accelerated Reader, and new this year, we will be replacing STAR with iReady.

# data[].attributes.subject
We use STAR in my district as a school wide assessment, we use dibels, I've given running records, DRA's, Fauntas and Pinnell testing, Accelerated Reader, and new this year, we will be replacing STAR with iReady.

# data[].attributes.body
Which assessments are best used for targeting each component of the 5 pillars

# data[].attributes.body
I would like to learn where to begin with informal assessments of students. For example, why would I start with QRI rather than Observational Study? Does grade level drive assessment or does individual student background? Or both?

# data[].attributes.body
Can this case study be done on students that are not quite reading yet?

# data[].attributes.body
Would you recommend buying the QRI book to have personally even if it is available from colleagues?

# data[].attributes.body
How do informal and formal literacy assessments work together to inform a reading instruction plan for students?

# data[].attributes.body
Are deadlines for the case study somewhat flexible?

# data[].attributes.body
Is there a preferred place to complete assignments digitally - in Google Docs or Word?