ITL 514

Individual Assessment, Analysis, & Planning Project

Assessment Assignment – Section One

ASSESSMENT & ANALYSIS
COVER SHEET

Student’s First Name C.W

Parent/Guardian Name M.W

School CES

Principal I.F.

Teacher S.M.

Attach permission slip (See Course Resources)

*** Video recording and assessments were originally taken/

given in May 2019. I began this class in May 2019 but due to
unforeseen circumstances, I was unable to complete this
assignment nor the rest of the course **
 Assessment Assignment – Section One
ASSESSMENT & ANALYSIS

Student First Name: Claire Williamson DOB: 8/27/09

Grade: 3rd Grade Chronological Age: 9 years old

I. BACKGROUND HISTORY - Learner

Factors to investigate:
o Siblings – 3 older brothers
o Family size – 6 total immediate family members
o Are there any medical or emotional health issues that might impact the
child’s reading? - No
o Is English the child’s first language? - Yes
o School history: how many schools has the child attended? – 1 elementary
school
o Are there any behavior problems? - No
o Have there been any previous interventions? - No

II. ASSESSMENTS TO BE ADMINISTERED

See Course Resources for samples of all assessments.

1. Interest and attitude survey

2. Phonemic awareness
Phonological test: Yopp Singer, IAPA
3. Phonics – decoding – San Diego Quick, or Names test
4. Spelling – Required: Use the appropriate Spelling Inventory from Appendix A in the
“Words Their Way” textbook
5. Fluency – You can use one of the passages of the Informal Reading Inventory (IRI) in
order to obtain a fluency score/range
6. Comprehension – Use an IRI with a comprehension rubric (list of questions) to assess
comprehension. This will provide you with a series of miscues to analyze from the
running record portion of the assessment and also information regarding the child’s
ability to comprehend what was just read. If you do not have a formal IRI (see Course
Resources for a list of IRIs), then have the child retell the passage in their own words
once they have finished reading it. (Do not allow them to look at the passage after they
have read it once.)
7. Writing – get sample of their own creation or dictate something to them.

Fill in the following chart, providing the specific name of each assessment used, what
specifically is being assessed, and why you feel this child needs to have this reading
area assessed.
Area Name of Explain what is being
Assessment Given assessed and why this
assessment is needed for
this child

1. Interest & Interest Inventory These statements are used

motivation as a basis to develop an
interest inventory.
Understanding a student’s
interests may help to find
interests and motivations in
relation to school subjects.

2. Phonemic Yopp Singer Ability to identify and isolate

awareness letter sounds/ pattern within a
word. Used to understand a
child’s ability to read.

3. Phonics Names test Names test is a short informal

assessment used to confirm
a child’s ability to decode
words when reading.

4. Spelling Spelling Inventory – Used to demonstrate

Appendix A student’s knowledge of
spelling features and patterns
at different stages of spelling
development.

5. Fluency

6. Comprehension Informal Reading Used to demonstrate a child’s

Inventories ability to retain and
comprehend fictional and
informational text.

7. Writing Student Writing Writing sample used to

Sample demonstrate student’s ability
to express thoughts and
ideas fluently through written
language.
III. ASSESSMENT RESULTS
List the data which resulted from the assessment. Identify what this means for the child.
Area Data What do these results mean
academically?

Interest & motivation Student enjoys reading, Student may be on or above

drawing, and learning grade level in subjects related
about foxes. Enjoys to reading given that reading
reading fictional and is something she enjoys and
informational text. does frequently. (exposure)

1.Phonemic Student only made 2 Student is able to identify and

awareness mistakes, isolating isolate letter sounds but
sounds, on two words. struggles on occasion with
words containing OO and
long E following “r”

2.Phonics When given a list of Student is performing well in

names, student only phonics but made simple
made mistakes on 3 errors when rushing.
names

3.Spelling Student was able Student is academically,

successfully complete achieving higher than grade
the Elementary Spelling level in spelling.
Inventory. However,
she became
overwhelmed when
presented the upper
elementary level words.

4.Fluency Student is able to read Student is fluent in reading at

fluently fictional and 3rd grade level. Teacher may
nonfiction passages be pushing her to read higher
without error level books.

5.Comprehension In the informal reading Student is performing at

inventory, Claire was grade level in
able to read a passage, comprehension.
answer questions
regarding the passage,
 and justify answers
when questioned.

6.Writing Student has difficulty Student could be having

with flow in writing. Also trouble in pacing herself when
presents a few run on writing. Teacher believes she
sentences in writing tends to have multiple ideas
sample. Few that she would like to
grammatical errors, incorporate in writing but
however, these errors struggles to organize.
do not impede meaning.

IV. ASSESSMENT ANALYSIS

Identify the child’s strengths and areas of need, justifying your statements by citing the
data (from the Assessment Results) on which you are basing your statements.
Area Strengths, based on . . . Areas of Need –
Challenges, based on. . .

Interest & motivation Reading, creativity, Unknown – may link

expression preference to ability therefore,
may struggle with math or
science?

1.Phonemic Isolating sounds Isolating sounds that follow “r”

awareness without blending beginning
sounds together.

2.Phonics Decoding Challenge: rushing.

3.Spelling Above grade level. Ability N/A

to use context clues and
previous knowledge in
spelling tasks.

4.Fluency Reading grade level texts N/A

fluently

5.Comprehension Able to answer questions N/A

and support ideas using
details from text.
 6. Writing Creative and motivated Organizing thoughts and
ideas into writing. Run on
sentences. Needs to slow
down and work on
organization.

V. PROPOSED GOALS
Write goals for each of the child’s areas of need.
The goals should link to the Common Core State Standards whenever possible.
A. Goals required for Common Core standard
the following 2
areas:
 Interest & motivation
N/A
 Comprehension Extend RL3.1 and RI3.1. Allow student to compare
and contrast in literature and informational text

Include goals for the following if they are areas of need

 Phonemic awareness Isolating sounds without blending beginning sounds
ex. G-r-oo instead of gr-oo
 Phonics Goal: Slowing speed when completing tasks
 Spelling N/A
 Fluency Extend.

 Writing Organize thoughts in graphic organizer and/or use

scratch paper for word vomit (used when multiple
ideas flood the brain and student doesn’t want to
forget – helps student slow down instead of rushing to
get all of ideas on paper)

VI. Reflection
Reflect on all the assessments you administered. Review your own video-recording of
your assessments. In your paper, reflect on your process for administering the
assessments. What was effective in your process? In what areas do you need to
improve? Why? How? What portion of the analysis was difficult? What resources
might you need to help you in this process next time you administer these types of
assessments.

This was a very interesting and enlightening activity. Unfortunately, in my school district,
our students were performing state testing which makes pulling a student out for
unrelated testing nearly impossible. Thankfully, I know a parent who allowed me to
assess her child while she was in a parent teach club meeting. In the administration
process, I felt that my relationship with the student and her family allowed her to relax
and not feel like she was being “tested”. She was very comfortable during the
assessment time and devoted her attention to these assessments despite background
noise and activities. I will honestly admit that I should have read passages and test
information before I began testing Claire. I feel that my lack of preparedness affected
the time spent testing and effectiveness of some assessments. If I was more prepared, I
would not have had to hold her for so long. Also, because of state testing, I was not able
to pull a student who was far below grade level as the assignment requested. Claire is
on grade level in many areas. I feel that this lowered the assignment’s effectiveness in
my learning. Understanding the tests, their content, and purpose before testing will
definitely help in the process of testing with these types of assessments. While there
may have been many setbacks, some within and some outside of my control, I do feel
that I have learned a substantial amount of information and strategies for assessment
that I am eager to use in my classroom this year.