iRubric: E339 Reading Assessment 2013 rubric

edit print share Copy to my rubrics Bookmark test run assess... delete Do more...
E339 Reading Assessment 2013 E339 Reading Assessment 2013 Benchmark assignment for E339 Reading and Language Arts Methods: Primary (K-3) Rubric Code: F58A7 Ready to use Public Rubric Subject: Education Type: Reading Grade Levels: Undergraduate, Graduate

Reading Assessment Descriptions
	Exemplary 1 pts	Meets Expectation 0.5 pts	Common Pitfalls 0 pts
Coding Oral Reading
Selecting Text for Assessment	Exemplary Selected text is a good match to child's interests and evokes reader's problem-solving abilities	Meets Expectation Selected text somewhat matches child's interests and abilities	Common Pitfalls Text too difficult or too easy for a valid assessment
Marking	Exemplary Reader's oral reading is marked accurately throughout coding sheet	Meets Expectation Coding sheet is completely marked with some inaccuracies	Common Pitfalls Missing or uncoded sentences
Miscue Variety	Exemplary Miscues such as substitutions, omissions, and insertions are clearly marked	Meets Expectation Most miscues such as substitutions, omissions, and insertions are clearly marked	Common Pitfalls Ineffective marking of miscues
Accuracy Level	Exemplary Percentage of accuracy is correctly calculated and level is identified (e.g., frustrational, instructional, independent)	Meets Expectation Percentage of accuracy is somewhat miscalculated or level is misidentified	Common Pitfalls Coding difficulties prevent calculation of accuracy
Reader's Strategies
Meaning & Structure Cues	Exemplary Reader's use of meaning and structure cueing systems percentages calculated and graphed accurately	Meets Expectation Reader's use of meaning and structure cueing systems percentages calculated and graphed with few inaccuracies	Common Pitfalls Errors in calculation or graphing produce inaccurate picture of reading
Visual/Phonics Cues	Exemplary Reader's miscues are correctly analyzed for visual/phonetic similarity and percentage is correctly calculated	Meets Expectation Reader's miscues are analyzed for visual/phonetic similarity	Common Pitfalls Incorrect phonetic analysis of miscues
Analyzing Use of Cueing Systems	Exemplary Reader's ability to coordinate cueing systems is effectively analyzed for instructional focus	Meets Expectation Reader's ability to coordinate cueing systems is adequately analyzed; instructional focus is identified but may not be the most effective	Common Pitfalls Weak match between analysis and focus for instruction
Analyzing Literacy Practices	Exemplary Analysis is informed by observations of reader's literacy practices	Meets Expectation Reader's literacy practices are described but not integrated into analysis	Common Pitfalls Reader's literacy practices not observed/addressed
Retelling
Creating a Retelling Map	Exemplary Organized and comprehensive retelling map that outlines important points from passage and marked with child's retelling	Meets Expectation Retelling map outlines important points from passage and marked with child's retelling	Common Pitfalls Retelling map not prepared in advance; not organized to fit genre; provides few details
Prompting from Map	Exemplary Evidence of unaided retelling followed by effective use of retelling map to prompt reader to remember additional details	Meets Expectation Evidence of unaided retelling and aided retelling with teacher prompting	Common Pitfalls No evidence of aided retelling
Analyzing Retelling	Exemplary Thorough analysis of retelling for key ideas and supporting details that demonstrates how well reader comprehends	Meets Expectation Examines retelling for main idea, explains how details support main idea	Common Pitfalls Retelling not critically examined for key ideas; lists random details without examining overall comprehension
Identifying Reader Connections	Exemplary Choice of text considers reader interests; retelling analyzed for reader connection to text, self, and world	Meets Expectation Looks for reader connection to text, self, and world in retelling	Common Pitfalls Overlooks reader's comments that connect book to background knowledge
Guided Reading
Teaching through Guided Reading	Exemplary Appropriate teaching response based on cueing system analysis and retelling that addresses what to say before and during guided reading	Meets Expectation Appropriate teaching response based on cueing system analysis and retelling	Common Pitfalls Weak link between teaching response and cueing system analysis; description of guided reading response is not specific
Teaching Point: Strength	Exemplary Clearly and effectively develops a teaching point that supports a strength identified in the analysis	Meets Expectation Identifies a focus and corresponding methods to reinforce something reader should continue to do	Common Pitfalls Incidental focus or weak link between selected methods and teaching goal
Teaching Point: New Strategy	Exemplary Clearly and effectively develops a teaching point that builds upon an approximation that teaches the reader to do something new	Meets Expectation Identifies a teaching point and corresponding methods to teach something reader is ready to learn	Common Pitfalls Incidental focus or weak link between selected methods and teaching goal
Selecting Text for Guided Reading	Exemplary Connects analysis of reader's strategies to book selection; describes how appropriate text features fit this reader; considers reader interests and literacy resources	Meets Expectation Identifies text features and appropriate book selection that would support this reader	Common Pitfalls Minimal identification of text features; inappropriate match to identified needs
Recommendation
Professional Growth	Exemplary Insightful reflection that reveals how process of reading analysis develops your teaching skills	Meets Expectation Evidence of new learning about yourself as a reading teacher	Common Pitfalls Little recognition of own professional growth
Insights about Reading	Exemplary Insightful reflection that challenges your previous assumptions about reading	Meets Expectation Reveals your new understandings about the nature of reading or this reader's abilities	Common Pitfalls Little evidence of critical thinking about common assumptions about reading
Recommendation	Exemplary Recommendation effectively communicates your analysis and provides a description with enough detail for others to carry out or understand an appropriate teaching response	Meets Expectation Recommendation effectively communicates your analysis and describes an appropriate teaching response	Common Pitfalls Recommendation lacks detail or does not connect prior analysis and teaching points
Overall Effectiveness	Exemplary Paper written in honest, professional, and positive tone throughout with clear, specific, and convincing evidence to support conclusions	Meets Expectation Paper usually maintains a positive and professional tone; links specific evidence to conclusions	Common Pitfalls Paper limited by unsupported claims or uses overly general assertions such as "she's a good reader" or "he's a struggling reader"

Keywords:

E339, reading assessment, primary, wohlwend, k-3

Subjects:

Education

Types:

Reading

Discuss this rubric