Strength: This assessment assesses the skills used to decode single and multisyllabic words.It really gets to the heart of gaps in decoding skills! I was able to pinpoint the skill needs of my focus students, and then was able to spend some time reteaching and practicing these skills with them. 

Limitation: This assessment would be imposing if using it with an entire class due to the necessity of it being administered individually. It is very time consuming.

Student View of Tool: The two students I used this with both found it interesting! One really liked the inclusion of the nonsense word lists, but the other did not (also an interesting observation). Both students liked that they were able to see the types of words that they made mistakes on, and then were able to work with those words specifically to improve their decoding on them. 

This would be a great assessment to use with students reading below grade level to determine where his or her gaps exist in decoding! If too imposing, perhaps an AE or para could be trained to administer the assessment in order to get the data on all students. This would be really helpful data to have before creating reading or skills groups. 

I used this with my secondary student (female who is going into 10th grade)

Strengths: The words get progressively harder and include words in multiple content areas. The test is quick and does not overwhelm student.

Limitations: The test only asks the student to read the words in isolation and does not ask for meaning.

Suggestions for use: I would use with any grade student who is reading at or below grade level. I think this assessment would be good for students reading above grade level as long as they are NOT in 12th grade because I do not think you will get good information to help instruction. Or maybe it will help tell the teacher what the student is above grade level.

Tool: Primary, Elementary, and Upper Level Spelling Inventory

Strength: In using this assessment with my fourth grade students, I've found it to be very helpful in determining each student's individualized spelling stage. I like that the assessment covers each level of differentiated stages and allows students to earn partial points if they've correctly spelled a part of the word. For the assessment required in Assignment 3, I administered the Primary Inventory to my 2nd grade volunteer.

Limitation: The one thing that I didn't like about this assessment is that there are only a couple words featured within each spelling pattern. I struggle to conclude a student's spelling stage when there isn't a ton of evidence to support each level of spelling strategies.

Student View: The 2nd grade student I used for this assessment did pretty well with producing data to help me determine her spelling stage. She got a little bit frustrated with the harder words towards the end, but overall I was impressed with her willingness to participate in the administration of this assessment.

Suggestions for Use: When administering this assessment to an entire class of students, the evaluation and assessment of data can take awhile to conclude. Based on this information, however, I would recommend differentiating students based on their spelling stages for continued "word work" practice in the classroom.

 

Limitations: This particular inventory is just a sampling or overview of the word patterns in the developmental stages. Once a stage is identified, you could also utilize a more specific stage inventory to find out additional information.

Student View: Both the middle school and elementary student had a very positive attitude when completing this inventory. Neither student was overwhelmed. My middle school student asked about writing more words!

Suggestions: In my classroom I have utilized a similar developmental spelling inventory from Word Journeys. I would suggest setting it up with students where they understand it is not about whether the words are completely right or not. I often tell my students that the inventory helps teachers to know everything the student knows and what ‘our’ (the teachers) job will be this year to teach.  Another suggestion would be to closely monitor the inventory process with your students. As teachers we know our students well, if a child is having a difficult time with the assessment and you can see they have missed several features in the word, you can stop the inventory. You would already have the information you need. 

 

Strength: I appreciated how detailed the scoring guide is so I understood precisely which skill a student needs more help. Each word is broken down therefore students don’t just get a word completely right or wrong. The score sheet also clearly shows which spelling stage these skills fall under. 

Limitation: Although I liked the scoring guide, it does take some time since each word is taken apart. I’m assuming it would go quicker once I used it multiple times.

Student View: The 6^th grade student continuously asked how much more was left, and I didn’t even do all 31 words with him. The 7th grade student thought it was quick and did not have any issues with the assessment. 

Suggested Use: Since the results are specific as to which skill the student needs further instruction on, I think this tool would be great to give to the whole class. Using the results, I would place students into different groups based on which skill they have not mastered yet.

Strength: Using this assessment you find out both the developmental level of the students, and specifically what spelling features they know, and need to work on.  

Limitation: Can be confusing and time consuming to correct.  You need to not only correct for correct spelling, but additionally spelling patterns and features within the words.  Not only do you need to check for the feature or pattern-you may also need to check for some that a vowel or consonant precedes them.  

Student View of Tool: Can be frustrating as it likely is testing them on difficult words and many of them.  It can also be hard on students as they want to know how they did.  Explaining the scoring process to younger students is difficult and not developmentally appropriate.  

Suggestion for use:The assessment can be given a couple of times through the year to form developmental spelling groups.  It can also be used to form instruction as you narrow in on what features need to be taught.