ITL 514

Individual Assessment, Analysis, & Planning Project

Assessment Assignment – Section One

ASSESSMENT & ANALYSIS

COVER SHEET

Student’s First Name ___Blake____________________________________________

Parent/Guardian Name ___Cynthia Hernon___________________________________

School __Glenknoll Elementary_____________________________________________

Principal ___David Camarato__________ contact ________ dcammarato@pylusd.org

Teacher _Becky Wren___________________contact _bwren@pylusd.org___________

Attach permission slip (See Course Resources)

 Assessment Assignment – Section One
ASSESSMENT & ANALYSIS

Student First Name: __Blake______________ DOB: ____January 20, 2012________

Grade: ____2nd______________________ Chronological Age:_______7_________

I. BACKGROUND HISTORY - Learner

Factors to investigate:
o Siblings - 2
o Family size - 5
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? What is the family’s first language? Yes,
English
o School history: how many schools has the child attended? 2 schools
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 Assessment Explain what is being assessed
Given and why this assessment is
needed for this child

Interest & motivation Interest and Attitude To understand what interests the
Survey student and to examine their
attitude and feelings towards
reading.

1.Phonemic awareness The Yopp-Singer Test of Testing the student’s ability to

Phoneme Segmentation separate syllables in given words

2.Phonics Names Test The students understanding of

phonics is being assessed with
difficult or uncommon names

3.Spelling Spelling test from Test the students spelling at

Appendix A grade level, looking to spell as
many words correctly as
possible until 5 or more words
are misspelled.

4.Vocabulary “Places” vocabulary The student’s ability to

assessment recognize the correct past or
present terms in a sentence is
being assessed. This assessment
is needed in order to ensure that
the student understands proper
vocabulary.

5.Fluency Oral Reading Fluency Assess the students running

“Trip to the Farm” record time to determine if the
student is able to read at grade
level.

6.Comprehension Oral Reading Fluency Assess the student’s ability to

“Trip to the Farm” answer questions or recall
information from a passage they
read.
 7.Writing Free write about what Assess the student’s ability to
they did for Easter write full complete sentences
with little to no spelling errors.

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 57% Recreational This means that the student likes
to read recreationally vs.
43% Academic academically.

1.Phonemic 19/25 correct The student is able to identify

awareness accurately syllables in words by
clapping.

2.Phonics 15/32 Student is average for grade

level for their phonics

3.Spelling 6/17 Correct The student is below grade level

for their spelling.

4.Vocabulary 6/10 correct The student was able to identify

more than half of the correct past
and present terms that belong in
a sentence.

5.Fluency 15 words/min The student’s fluency is below

grade level
4 errors
Fluency 11

6.Comprehension Answered cow, hen, and Student was able to answer

horse question with multiple answers
which shows that the student has
grade level comprehension for
reading a passage.
 7.Writing 3 misspelled words.
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 . . .
Interest & The student was able to
motivation express their interests and
attitudes without much
thought.
1.Phonemic Able to identify syllables
awareness that have 2 or less.
2.Phonics Student is able to identify
and read out loud common
names.
3.Spelling Able to spell words that are
4 letters or less or contain
one vowel.
4.Vocabulary The student understands
past and present tense
sentences.
5.Fluency The student was able to read
the passage without
stuttering or repeating
words.
6.Comprehension The student is able to recall
specific information that
The student is able to write with
free thought, but still has
difficulty with their spelling.
Areas of Need – Challenges,
based on. . .
The student is discouraged from
reading, especially academically
by scoring 43% for academics.
Student interest in reading is
needed.
Has difficulty identifying most
words that have 3 or more
syllables.
Student needs to be exposed to
more uncommon untraditional
names for them to be recognized.
The student is in need to practice
spelling words that have more
than 4 letters or contain more
than 1 vowel.
The student has challenges
identifying past and present
tenses with longer sentences.
The student read slowly and
made many mistakes reading
words. They also were not able
to read much of the passage (15
words) in 1 minute.
Student was not able to answer
multiple comprehension
 they read in a story or questions because they could not
passage accurately without finish the passage.
looking back at the passage.

7. Writing The student is able to write The student needs to work on

their free thought with spelling.
accurate details.

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 the following 2 areas: Common Core standard
 Interest & motivation The student should be able to
accurately express their
thoughts, feelings, and emotions
in regards to academic and social
learning.

 Comprehension C.C.S.4.A. Plan and deliver a

narrative presentation that:
recounts a well-elaborated event,
includes details, reflects a logical
sequence, and provides a
conclusion. CA

Include goals for the following if they are areas of need

 Phonemic awareness The student will be able to
accurately identify words with 3
or more syllables by clapping.
 Phonics The student will learn to
pronounce unfamiliar names
from students from other
classrooms.

 Spelling The student will be able to spell

words that have more than 2
vowels.
 Vocabulary The student will be able to write
and speak in accurate past and
present terms.
  Fluency The student will be able to read
30 words per minute in a passage
given.

 Writing The student will be able to

accurately express their needs
and feelings in complete
sentences.

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.

What was effective in my process of assessing Blake was his comprehension and

understanding of instructions. He did not have to be reminded of what he was supposed to do

and was able to follow directions with the first commands. Areas I need to improve on is giving

all details and information before presenting the assessment or assignment. I forgot to tell Blake

that he will be answering a question after he reads the passage “Trip to the Farm”. Although we

had no issue with his comprehension after reading the passage, this could have been a problem

for other students. Also, I did not tell Blake that he was being timed for his reading. Telling him

this information possibly could have had him have a better running record time by him knowing

he was being timed. The portion of the analysis that was difficult was the spelling. It was

difficult figuring out the multiple ways he was struggling in. For future reference, I will need to

become more familiar with these type of assessments by reviewing them and watching videos of

others giving these assessments as a demonstration.