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Yaalieth Simpson: Select one academic domain. Write at least 3 informal techniques used to assess the academic domain: I used to teach English language arts and three informal assessment typically used are written assignments, oral reports and portfolios. Three formal techniques used to assess English language arts are: CORE phonics is an assessment that can be completed in small chunks of time or longer. The QRI; qualitative reading inventory evaluates student reading, It is usually given by a reading specialist. Finally the curriculum-based measurement (writing assessments) assesses student writing samples. This can be administered by the teacher.

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Reading

Informal techniques used to assess reading:
1. Curriculum-based measures: Assessments created based on instruction in class
2. Questionnaires and Interviews: Provide students with opportunities to tell educators about their reading interests and any difficulties they experience
3. Miscue Analysis: Allows educators to identify miscues in reading and think about reasons why a student might have recurring miscues

Formal techniques used to assess reading:
1. Test of Phonological Awareness-Second Edition: PLUS (TOPA-2+): Tests phonological awareness
2. Reading Fluency Progress Monitor: commercially prepared and part of Read Naturally program
3: Analytical Reading Inventory (10th ed.) (AR I): Tests analytical reading

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Informal and formal assessment techniques for written/oral language (composition) may include the following:

Informal:
1. Writing sample analysis - by looking at a the writing sample of a specific child, one can see areas that need to be addressed.
2. Observation - by watching a child write, one may identify external factors that inhibit writing, or internal factors which might include anxiety and/or dyslexia.
3. Portfolios - a portfolio of writing by a child (over a period of time) can give a better picture of compositional skills than one writing sample - might be part of a larger language arts portfolio.

Formal:
1. Test of Written Language-4 (TOWL-4) - a good way to test basic writing skills - a test of comprehensive writing - contrived and spontaneous formats.
2. Test of Written Expression (TOWE) - a useful tool to test written expression - one part short answer, the other essay - contrived and spontaneous formats.
3.  Test of Adolescent Language-4
(TOAL-4) - a test which takes into account the difference between adult language and the language of adolescents.

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Informal and formal techniques for written and oral language assessments (Spelling) 

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Informal and formal techniques for written and oral language assessments (Spelling) 

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Formal:

WRAT-4 - recall tasks (spelling)
Wide Range Achievment Test 4 Students are required to remember and then twrite the correct spelling of words

PIAT-R/NU - recognition tasks (editing)
Peabody Individual Acievment Test Revised/Normative Students must identify the correctly spelled words (essentially like proofreading)

Woodcock-Johnson-IV - Both types of spelling skills subtests recall (Spelling) and recognition (editing)

Informal:

Work Sample Analysis
Taking a look at students work (book reports, tests, essays) for error analysis to evaluate spelling skills.

Observation
How does the student approach spelling? Are there any special strategies the student uses when they are unsure of how to spell a word? Does the student stare at the word to memorize or rehearse it again and again?

Clinical Interviews
Observe until students have finished the writing task and then question them on specific ways they approached spelling during the task. When you are not sure if you spelled a word correctky what do you do? Do you read what you've written after you finished writing?

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Informal and formal techniques to assess Reading:

Informal techniques:

1. Checklists: used to document observations from teachers and other professionals on which area(s) such as comprehension or decoding a student is experiencing difficulties with and are used to track student progress

2. Questionnaires and interviews: used to collect information directly from students about their attitudes, opinions and interests in relation to reading

3. Portfolios: part of the language arts portfolio and can include various information such as results from standardized assessments and student participation in reading programs.

Formal techniques:

1. Gray Oral Reading Tests—Fifth Edition (GORT-5): an individual, norm-referenced test that assesses oral reading accuracy, fluency, rate, and comprehension; for students ages 6-0 to 23-11; English proficiency is required.

2. Test of Reading Comprehension—Fourth Edition (TORC-4): focuses specifically on silent reading and comprehension; can be administered individually or in a small group with students ages 7-0 to 17-11.

3. Test of Phonological Awareness—Second Edition: PLUS (TOPA—2+): measures phonemic awareness and phonological processing skills across two levels, one for students ages 5-0 to 6-11 and another for students ages 6-0 to 8-11; can be administered individually or in groups.

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From lecture of Module 5, I have learned ...

1. There are three core skills areas in school performance that are assessed: Reading, math, and written and oral language.   When the general achievement tests such as Woodcock Johnson IV Test of Achievement (WJ IV) is done, the test results of WJ IV may suggest these tests in specific areas.

2. I have introduced different reading tests, such as WRMT-3, GORT-5, TOPA-2+, CTOPP-2, IRI, checkkist, error analysis, miscue analysis.

3. I am introduced math tests, such as Key Math 3, Monitoring Basic skills Progress, other informal tests such as, checklists, error analysis, miscue analysis.

4. I also learn about the assessments of written and oral language, such as test for spelling, assessing handwriting, composition, and many other informal techniques.

5. The most important experience I have learnt from professor that she provides me many information and current practice which she uses in her current job.

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Reading Formal:
1) Test of Phonological Awareness - Second Edition: PLUS (TOPA-2+) - Assesses a child's ability to isolate phonemes in a spoken word to understand letter sounds and the relationship between letters and phonemes.

2) Comprehensive Test of Phonological Processing - 2 (CTOPP-2) - Assesses a child's phonological awareness, phonological memory, and rapid naming (where students can name a random letter on a page).

3) Gray Oral Readings - Measures a child's oral reading fluency and comprehension capabilities.

Reading Informal:
1) Informal Reading Inventories - Examples include Fountas and Pinnell and STEP testing, students are given a variety of leveled books to determine their reading levels. Their levels span from their independent level, their instructional level, and their frustration level.

2) Curriculum-Based Measures - Gathers data for instructional decisions and tracks student progress. These measures are based on school curriculum.

3) Miscue Analysis - Look at the word that student might have skipped or misread when reading a text, and determining the cause of the miscue. This can be used to check for errors of syntax, phonological awareness, and reading entire words.

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Formal

Woodcock Johnson for reading cluster: measures reading achievement levels in Letter-Word Identification, spelling, comprehension, oral language.

Test of Phonological Awareness - 2nd edition (TOPA-2+):consists of two tasks 1) identifying words that end with the same sound and 2) spelling mono-syllabic words.  norm-referenced and can be administered in a group or individual setting. It measures the ability to isolate phonemes and understand their relationship with letters.

Gray Oral Reading Test: consists of 16 passages accompanied with five comprehension questions each.

Informal

Fountas and Pinnell’s Benchmark Assessment System (BAS): one-on-one test measuring a student’s reading behavior (independent and instructional levels)

Miscue Analysis: helps us better understand the nature of reading mistakes.

Questionnaires: an opportunity to learn from the student about their preferences and experiences with a material.

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Math Formal:
Key Math-3 is norm-referenced, standardized test that has 10 subtest.
MBSP: timed test, recommended twice a week can be used for reading and math
SDMT: Standard Diagnostic Mathematics Test is a test to identify areas of weaknesses and strength.

Math Informal:
Error Analysis, Portfolios ( I do this in my class so students can show their knowledge during interview), Criterion-referenced test (online tools like desmos, castle learning etc)

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Formal:

Key Math-3 is a standardized test that is norm referenced test with two forms. Each test has 10 subtests which are organized into three areas: basic concepts, operations, and applications.

The Monitoring Basic Skills Progress (MBSP) is also a standardized test that measures basic reading and math skills. It is a timed test which is best taken twice a week to build a profile showing if skills are being mastered or not.

The Test of Mathematical Abilities 3rd Edition (TOMA-3) is a norm-referenced standardized test that has 5 subtests: mathematical symbols and concepts, computation, mathematics in everyday life, and story problems, as well as a supplemental subtest on attitude toward math.

Informal:

Portfolios can be made by students, allowing them to select several pieces of mathematical work that they believe represents their abilities. These portfolios could also contain test results or student thoughts on math.

Questionnaires or student interviews can be used to collect information about how a student views math, their own math skills, and how the subject is useful to real world applications. In these interviews the interviewer could also collect data about how a student goes about solving math problems.

Error analysis can be used by instructors to determine where student math errors are arising. Instructors look through student work and document what problems the student is getting wrong, and why, as well as determining if these are continual issues or one-time occurrences.

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Informal Mathematics Assessments

1. Monitoring Basic Skills Progress: This measures their basic skills and are timed tests.

2. Checklists

3. Questionnaires and interviews

4. Diagnostic probes

Formal Mathematics Assessments

1. Key Math-3: It is a norm-referenced and domain-referenced test with two forms (each contains 10  subtests). It focuses on basic concepts, operations, and applications in mathematics.

2. Stanford Diagnostic Mathematics Test (SDMT)–Fourth Edition: It is a norm-referenced test that focuses on identifying students’ strengths and weaknesses in mathematics skill development (concepts and applications, computation).

3. Test of Mathematical Abilities–Third Edition (TOMA-3): It is a norm-referenced test to evaluate student attitudes toward mathematics and to identify strengths and weaknesses in mathematics skill development (vocabulary, computation, general information, story problems, and attitude toward math).

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Formal Techniques to assess Reading:
1. Gray Oral Reading Test-5 (GORT-5)- measures oral reading fluency and comprehension.
2. Test of Silent Word Fluency-2- measure of students' ability to recognize printed words accurately and efficiently.
3. Test of Silent Contextual Reading Fluency-2- measures reading comprehension and general reading ability.

Informal Techniques to assess Reading:
1. Fountas and Pinnell -measures student level based on 10 text factors: Genre/Form, Text Structure, Content, Themes and Ideas, Language and Literary Features, Sentence Complexity, Vocabulary, Words, Illustrations, and Book and Print Features.
2. Informal Reading Inventory (8th ed.)(IRI)-assesses a student's reading comprehension and reading accuracy. IRI measures three reading levels: independent, instructional and frustrational.
3. Ekwell/Shanker Reading Inventory-6-measures oral and silent reading ability, listening comprehension, phonemic awareness, concepts about print, letter knowledge, basic sight vocabulary, phonics, structural analysis, context clues, dictionary skills, fluency skills, vocabulary, reading comprehension, and reading interests.

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Three formal techniques to assess Mathematics:
-KeyMath-3 is a norm-referenced, individually administered assessment, assessing instructional objectives and skill domains such as, Basic Concepts, Operations, and Applications.
-Standard Diagnostic Mathematics Test-Fourth Edition (SDMT) is a norm-referenced, group administered assessment, assessing skills in Concepts and Applications, and Computation.
-Test of Mathematical Abilities-Third Edition (TOMA-3) is a norm referenced, individually or group administered assessment, assessing the content areas of Vocabulary, Computation, General Information, Story Problems, and Attitudes towards Math.

Three informal techniques to assess Mathematics:
-Error Analysis requires gathering samples of the student's work to determine any errors made, then categorizing the errors to further determine where the student's struggles begin.
-Clinical Math Interviews and Diagnostic Probes are used to analyze how the student arrived at their answer, by having the student explain their process, then determining which strategies may improve their performance.
-Portfolio Assessments gather samples of the student's best work for the teacher to review and determine the student's strengths and weaknesses, as well as what skills the student has already mastered.

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Three formal techniques used to asses written and oral language include:
- Test of Written Language-4 (TOWL-4): For assessing composition of the student's writing.
- Zaner-Bloser Evaluation Scales: For assessing the student's handwriting.
- Woodcock-Johnson-IV: Broad range achievement test that uses both recall and recognition when assessing the student's spelling and editing capabilities.

Three informal techniques used to assess written and oral language include:
- Work Sample Analysis - Using student's written class work for analyzing their spelling capabilities.
- Observation
- Clinical Interviews

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Three informal methods for assessing mathematics include error analysis, diagnostic probes, and criterion-referenced tests.

Three formal techniques used to assess mathematics are using the norm-referenced tests like Key Math-3, Test of Mathematical Abilities- Third Edition (TOMA-3), and Stanford Diagnostic Mathematics Test- Fourth Edition (SDMT).

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Informal Techniques
1. Analytical Reading Inventory - Helps students identify their independent reading level where they can read and understand the content without assistance.
2. Cloze Reading Procedure - This technique helps determine whether a textbook or other (typically informational) reading material is within a student's instructional reading level. The student reads a passage with every 5th word missing and attempts to fill in the blanks.
3. Teacher Checklists - This is perhaps one of the quickest ways to assess reading skills of many students in a short period of time. It can be customized to many reading skills and requires short observations.

Formal Techniques
1. Read Naturally - is a Reading Fluency Progress Monitoring tool. It has students read the title, view a black and white photo that goes along with a story, and read three key words from the story. They then listen to an adult read the passage. Next, they read the passage twice aloud. The instructor keeps track of how many words read correctly in the given time. Students are able to track their own progress using an incorporated graph.
2. The Gray Oral Reading Tests (5th Edition) - This test assess students' ability to read passages aloud quickly and accurately with adequate comprehension.
3. Test of Reading Comprehension (3rd Ed) - This test emphasizes comprehension skills, silent reading, and knowledge of word meanings rather than assessing all measures of reading skills.

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Formal Techniques

1. KeyMath-3 is a norm-referenced instrument that assesses skill and understanding.  It is administered individually and available for K-12.  The 10 subtests link test items to skill domains and instructional objectives.  It's divided into three major areas: Basic Concepts, Operations, and Applications.

Note: I find that separating problem solving from other skills such as operations and basic concepts helpful in identifying the overlapping strengths and weaknesses with other skills, such as reading.

2. Stanford Diagnostic Mathematics Test 4th Edition (SDMT) is a norm-referenced instrument designed for group administration, but can also be individually administered.  It is designed to determine areas of instructional need and identification of strengths and weaknesses in mathematical skill development for Grades 1.5 - 12.5.  It includes multiple choice items and free-response items that can help teachers analyze how students are approaching solving the problems.

3.  Test of Mathematical Abilities 3rd Edition is a norm-referenced instrument that can be group or individually administered. It is designed for ages 8-0 through 18-11 and evaluates attitudes towards mathematics, as well as identifies strengths and weaknesses in math skill development.  In order to complete this test, students need to have both reading and writing skills.

Informal Techniques

1. Error Analysis is a technique that assesses errors in student work, whether they are systematic errors such as incorrect number fact, operation, or algorithm, vs. random/careless errors. In order to do this, teachers first gather student work.  This could be from formal tests or classroom work.  After scoring, the student’s errors are categorized by type.

2. Clinical Math Interviews is a technique that focuses on process analysis.  The interviewer focuses on several informal techniques and takes notes on behaviors that elucidate cognitive strategies and processes.  The interview can study computation, as well as problem solving strategies.

3. Portfolio Assessment is a technique that curates five to seven pieces of the students’ “best work.”  Mathematics portfolios can contain standardized tests, informal assessments, self-assessments, and student surveys and questionnaires.

Note: I find this to be most interesting in assessing the students, so that we are able to take a longitudinal approach to their development and the development of mathematical skills.

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Reading:

Formal Techniques:
1. Woodcock Reading Mastery Tests -III Edition- norm-referenced test that measures students' strengths and weaknesses in reading.
2.Gray Oral Reading Tests (5th Ed.)- assess students ability to read passages of text aloud quickly and accurately with adequate comprehension.
3. Test of Reading Comprehension (3rd Ed.)- assesses comprehension skills, silent reading, and knowledge of word meaning.

Informal Techniques
1.  Informal Reading Inventories- teachers listen to students read and assess decoding and comprehension skills
2. Error and Miscue Analysis- teachers study the types of mistakes students make (additions, substitutions, omissions, and reversals)
3. Cloze Procedure- the teacher will give the student text in which some words are missing. Students have to determine what the missing words are using their knowledge of comprehension and use of context clues.

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Informal techniques:

Informal reading inventories: grade-referenced measures used to better understand the student's reading skills in relation to the specific school curriculum and it's system for determining grade level. Typically, these are made up of lists of words or passages that the student will read orally.

Error and miscue analysis: the student reads out loud and the person administering the test carefully documents the types of errors made and looks for patterns. Are they adding new words? Substituting words with ones that are similar? Omitting words? Reversing words? When this happens, does it change the meaning of the text, or does the overall meaning remain the same? This is useful for reading fluency, though patterns may reveal other information, as well. (I have a visual processing disability, and my 7yr old son constantly calls out and corrects my miscues and errors! This makes me want to work with him to track and analyze them.)

The cloze procedure: a teacher provides the student with a passage, and for all of the middle sentences leaves one word out of the stence. The student then adds the missing word back in. This is helpful for understanding reading comprehension.

Formal techniques:

Reading Fluency measures, such as the Gray Oral Readings Test (GORT-5), which look at reading speed and accuracy together.

Phonemic awareness and phonological processing, the ability to understand and recognize the sounds that make up words. These skills are measured with tests such as those on CTOPP-2 (Blending Words, Phoneme Isolation, Rapid Digit Naming, etc.), and TOPAS and TOPA-2 (Rhyming, Incomplete Words, Sound Sequencing, Phoneme Deletion, etc.).

Reading comprehension, which uses different measures to look at comprehension at a range of skill levels based on age, including overall comprehension of the text, or knowledge of word meaning. One example test that can be used for this is TORC-4, which has 5 subtests (Relational Vocabulary, Sentence Completion, Paragraph Construction, Text Comprehension and Contextual Fluency).

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Formal:
1. Key Math-3 - a test that is individually administered to assess math skills/understandings. Norm referenced. 2 forms available with 10 subtests organized into categories: Basic Concepts, Operations, and Applications.
2. Stanford Diagnostic Mathematics Test (SDMT) - norm-referenced, used to identify areas of educational need. There are 6 levels of the test for grades 1 through high school, with some overlap between levels.
3. Test of Mathematical Abilities 3rd Edition (TOMA-3) - attempts to extend mathematics assessment beyond traditionally tested skills, and includes other components such as previous knowledge of math and linguistics.

Informal:
1. Questionnaires and interviews - gathering information about students' viewpoints on mathematics and perceptions of their own skills.
2. Criterion-referenced tests - assessing a student's mastery of a particular skill.
3. Portfolios - students can select several pieces of their work to create a portfolio, and can also contain other artifacts, such as test results and surveys

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Domain: Math

Formal:

~Key Math - 3: This is an individual administrated test designed to assess mathematical skills and understanding.  It is a norm-referenced test that also offers some of the features of criterion-referenced assessment.  This test has two forms, each with 10 subtests that are organized into three major areas of mathematics: Basic Concepts, Operations, and Application.

SDMT(Stanford Diagnostic Mathematics Test): Another norm-referenced test of several types of mathematics skills designed for group use.  The major purpose is to identify areas of educational need.

DTAS(Diagnostic Test for Arithmetic Strategies):  This asses the strategies students use in solving arithmetic computation problems.  Although it is not norm-referenced, it is in fact a formal assessment device with standard procedures for administration and scoring.

Informal

Error Analysis seems to be a really good informal tool.  By seeing where errors occur, you can support them in that specific area and even potentially give support in related areas.

Having a Checklist is also pretty handy.  Using a checklist you can document and monitor students' acquisition of mathematic skills.  Checklists could address application skills such as telling time, using a calendar, reading thermometer, and applying consumer economics, which are all very useful skills.

Informal inventories survey a variety of skills to determine where a students strength and weakness lie. These inventories contain problems that require basic operations of addition, subtraction, multiplication, and division. Though this is quite easy to construct, it only provides one or two items to evaluate a particular skills.

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Math
Formal techniques:
-- Key Math 3: norm-referenced, focusing on basic concepts, operations, and applications
-- Monitoring Basic Skills Progress (MBSP): curriculum-based, twice-a-week assessment of individualized skill profiles
-- WJ-IV Math Skills Cluster: norm-referenced, with specific subtests in calculation, math fluency, and applied problems

Informal techniques:
-- checklists: teachers identify specific math skills to practice and monitor day-by-day
-- error analysis: instead of focusing on a wrong answer / product, the teacher focuses on specific missteps / process, as identified in student work
-- interviews: students self-assess their math abilities and progress, or adults who know the child well can assess the same

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Informal Techniques:

-       Error and Miscue Analysis – studying of the types of mistakes that students make

-       Questionnaires and Interviews – gathering information about the student’s views on their own skills in reading and comprehension.

-       Informal Reading Inventory (8th ed.) (IRI) – Assesses decoding and comprehension to assess if a student reads on grade level.

Formal Techniques:

-       Gray Oral Readings Test – 5 (GORT-5) – Norm referenced test that measures oral reading, accuracy, fluency, and comprehension.

-       Comprehension Test of Phonological Processing 2 (CTOPP-2) – Test measuring phonological awareness, rapid symbol naming, and phonological memory.

-       Test of Reading Comprehension – Test that measures comprehension skills, knowledge of word meanings and silent reading.

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Formal Assessments:

1. Woodcock Reading Mastery Tests - 3rd edition: This is a norm-referenced measure that pinpoints students strengths and weaknesses in reading. Content areas include reading readiness, basic reading skills, and word and passage comprehension.

2. The Gray Oral Reading Test (5th Ed.): Another norm referenced test that looks at oral reading, accuracy, fluency and comprehension.

3. Test of Reading Comprehension (3rd Ed.): This norm-referenced test emphasizes comprehension skills, silent reading and knowledge of word meaning.

Informal Assessments:
1. Informal Reading Inventories: These are grade level word lists and passages that are read orally. The tester will note down the student's answers to comprehension questions and any take notes on any decoding errors.

2. Teacher Checklist: Reading behaviors included on a checklist may include decoding, comprehension, oral reading and silent reading. These help teachers to record and monitor reading skill development through observations.

3. Error and Miscue analysis: Here you analyse the oral reading mistakes a student makes. Errors that are included might be additions, substitutions, omissions and reversals.

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Formal:
1. Woodcock Reading Mastery Test- 3rd edition (WRMT-3)-The test hits all the areas of readiing like: reading readiness, basic reading skills, word and passage comprehension. Used to assess overall stregnths and weaknesses. All the subsets are oral.

2. Gray Oral Reading Test-5th edition (GORT-5)- This assessment tests  comprehension of reading passages by answering five comprehension questions at the end of each story. All oral responses.

3. Comprehension Test of Phonological Processing 2 (CTOPP-2)- seven core subtest and and a supplemental assessment on phonological awareness. The core test are phonological awareness, phonological memory, and rapid symbols naming

Informal:
1. Informal Reading Inventory (IRI)- This assessment is good to assess decoding and comprehension. The IRI is a grade reference measure to assess a student's ability to read on grade level or not.

2. Teacher Checklist- This is a quick way to gather information about a student's reading skills. They are used to identify difficulty in reading and look at a student's skills in decoding, comprehension, oral reading, and silent reading.

3. Error and Miscuse Analysis- These are common mistakes that student's make in reading. Some of these mistakes are additions, substitutions, omissions, and reversal. There are various symbols used by the teacher who is giving the assessment to show an additions, substitutions, omissions, and reversal in the text that a student is reading.

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Written language
Informal techniques:
Work Sample Analysis - analysis of student's written class work for spelling samples.
Rating Scales and Checklists - teacher selects samples of student's writing and analyzes content, vocab, sentences, paragraphs, mechanics, handwriting, and spelling. Scale provides specific questions to direct teacher's analysis.
Portfolio Assessment - 'Best pieces' of students work are compiled by students and represent a range of literary accomplishments. Teachers rate student's process of writing and final product.

Formal techniques:
The Test of Written Language 4(TOWL-4) - test of comprehensive written expression. 2 forms, each with 7 subtests. Writing elicited through contrived and spontaneous formats.
The Test of Written Expression (TOWE) - two part test for ages 6-6 yo 14-11. Considered to be contrived and spontaneous evaluations of writing. Part 1 - short answer questions that assess a broad array of writing skills. Part 2 - essay.
Zander-Bloser Evalutation Scales - standard method of collecting and rating handwriting samples. 5 factors considered: shape, slant, spacing, size, smoothness.

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Informal strategies that can be used to assess academic levels in reading can include curriculum-based measures, miscue analysis, or cloze procedures.  Curriculum-based measures are beneficial as they are included in the curriculum, and as such the teacher can know it is applicable to what is being taught.  Miscue analysis looks for patterns in the errors made during oral reading.  The Cloze procedure utilizes the student's background knowledge to fill in intentionally blank spaces in a reading.

Formal assessments can include Test of Phonological Awareness-2nd edition: Plus, Gray Oral Reading Test-5, and Test of Silent Word Ready Fluency-2. TOPA 2+ is a group test that measures phonological awareness. GORT5 measures oral reading fluency and comprehension. The TSWRTF-2 determines a student's skill to recognize words with high levels of fluency.