Classroom-based reading assessment is the measurement of children's progress in learning reading by using both formal and informal measurement tools.
Classroom Assessments
Classroom assessment collects useful information about what students do and do not know about reading. Teachers can use four different types of assessments to accomplish this.
Leveled Books
Leveled books can be used to figure out where exactly a student is in terms of reading level.
Informal procedures
Rough observation and measurement can be used to figure out where exactly students are in terms of reading level.
Tests
Tests can be administered to find out where students' strengths and weaknesses are.
Work Samples
Collecting samples of a student's work can be instructive in figuring out where a student is in terms of reading level
Determining Student's Reading Level
Teachers must figure out where students are in terms of reading level so that they can progress in their learning while not being faced with material that is too difficult for them based on their current level. The method of delivering the reading will depend on what level a student is at. Students should not be trying to read alone if they are struggling.
a. Independent Reading Level
A student is independent at a given level when they can read 95% or more of the text with accuracy.
b. Instructional Reading Level
The student is very close to proper reading level with an accuracy rate of 90-94% but they do need some assistance.
c. Frustration Reading Level
The student needs a significant amount of assistance and does not recognize enough of the words.
III. Readability Formulas
Readability formulas are a way of dictating where a student is in terms of reading level. The notation indicates the level at which a student can read on his/her own comfortably. One popular formula structure is the Fri Readability Graph. Just looking at a book is not enough to determine its score because very different books can be scored the same.
a. Leveled Books
Grade levels have been the traditional way to progress readers...
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