ICLA Standard III: Study Session 7

In preparation of the Idaho Comprehensive Literacy Assessment (ICLA) Standard III, I am creating a series of blog posts from my study notes and the study guide. The subjects are organized in alphabetical order and I will be completing five subjects at a time. I am in hopes that by sharing, I can provide assistance to others studying for the ICLA or similar literacy tests for pre-service teachers.

Today's Subjects

Miscue analysis 
a formal examination of the use of miscues (mistakes) as the basis for determining the strengths and weaknesses in the background experiences and language skills of students as they read. Can also be used to determine Instructional, Individual, and Frustration reading level.

This 5-minute mini-lecture provides an overview of how to do a miscue analysis as part of an IRI or Diagnostic Reading Assessment  Dr. Andy Johnson, Reading Specialist.

Example Questions:
A formal examination of a student’s use of miscues in oral reading as the basis for determining the strengths and weaknesses in his/her approach to reading

After marking a typescript of Peter’s oral reading, Mr. Sears analyzed the differences between Peter’s oral reading and the text to determine the cueing systems – graphophonic, semantic, syntax -- most frequently used by Peter.

a measure of central tendency; specifically, the most common score or value in a distribution

Norm-referenced measurement 
the assessment of performance in relation to that of the norming group in the standardization of a test or in relation to locally developed norms.
One way is to compare one child’s result with the results of other children. We can compare one child’s performance with what might be normally expected of other children—hence the word norm. Norms such as percentile ranks, grade equivalents, stanines, normal curve equivalents, scale scores, and many others are commonplace in educational parlance. They are useful in determining the overall developmental level of a child with respect to others.
Example Question:
The assessment of performance in relation to that of the large group used in the standardization of a test

Performance-based assessment 
the measurement of educational achievement by tasks that call for the student to produce a response like that required in the instructional environment, as in portfolios or projects.

performance-based assessment measures students' ability to apply the skills and knowledge learned from a unit or units of study. Typically, the task challenges students to use their higher-order thinking skills to create a product or complete a process (Chun, 2010). Tasks can range from a simple constructed response (e.g., short answer) to a complex design proposal of a sustainable neighborhood. Arguably, the most genuine assessments require students to complete a task that closely mirrors the responsibilities of a professional, e.g., artist, engineer, laboratory technician, financial analyst, or consumer advocate (Edutopia).

Phonemic awareness assessment
an informal assessment of phonemic awareness, measuring: 
  • Phoneme matching
  • Phoneme isolation
  • Phoneme blending
  • Phoneme segmentation 
  • Phoneme manipulation
Should be done three times during the kindergarten and first grade years to help guide instruction.

In addition, I have created a Quizlet set of the vocabulary words found here. On Quizlet, I am very fond of playing the matching game where you can drag corresponding items (term to definition) onto each other to make them disappear. I also like to create a test on Quizlet with multiple choice, true or false, and matching to assess my knowledge of all the vocabulary words.

Good Luck!

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Thank you for reading my post. Please comment with any questions, concerns, constructive criticisms, or information you would like to add to this subject. Docendo discimus, by teaching we learn.