Course Contents

Semester Outline UNIT 1: Theoretical perspective of Reading Assessment This unit introduces the discipline This unit examines the theoretical importance of reading assessment, and its impact on classroom practices and student learning. The course introduces the types of reading assessment appropriate for early grade learners, purposes and techniques. The unit emphasizes formative assessment, providing prospective teachers with the knowledge needed to develop an age-appropriate and comprehensive assessment plan that can guide classroom teaching and learning. Week # Topics/themes 1  Implications of Reading Assessment for teachers and students  Purpose (audience), challenges and benefits of reading assessment  Reading and writing: Core success criteria  Assessing reading across disciplines 2  Types of Reading assessment (standardized and informal)  Principles of effective classroom reading assessment  Formative reading assessment UNIT 2: Trends and Issues in Reading assessment This unit explores misconceptions about reading assessment. It highlights the issues which are prevailing in classroom regarding mis-assessment in reading, and help the pre-service teacher develop an awareness of reading inventories. Week # Topics/themes 3 of 5 The course outline has been approved for Pilot testing by NCRC on November 23-24, 2015. 3  General issues teachers face with reading assessment (includes misconceptions about reading assessment)  Issues in L2 reading assessment (when learners learn to read in mother language)  Use of Reading Inventories in Assessment 4  Use of Reading Inventories in Assessment (cont’d.)  Observational Records and Checklists  Challenges in using reading inventories  Oral Reading Analyses  Think Aloud 5  Developing a reading assessment plan  Understanding reading course objectives  Addressing context (class size, mixed levels, time constraints) in reading assessment  Planning formative assessment program to monitor student progress  Responding to formative assessment performance UNIT 3: Developing assessment tasks and tests for assessing reading and writing skills This unit will help students in understanding variety of reading assessment skills and provide them strategies to select, develop and use appropriate tests for assessment of listening, reading and writing skills. The students will get proficiency in analyzing results, interpreting deficiencies, progress and improvement. The unit will differentiate standardized and teacher made tests and will provide know how about psychometric characteristics of measuring instrument like validity and reliability. It will introduce some important standardized tests and their appropriate use for reading assessment. Week # Topics/themes 6  Types of tests for reading assessment.  Oral reading assessment/Written assessment of reading.  Assessment to use before and after reading. Fit for purpose: choosing 4 of 5 The course outline has been approved for Pilot testing by NCRC on November 23-24, 2015. the right EGRA application. 7  Developing test for assessing the phonemic awareness and letter knowledge  Assessing progress from letters to sounds to words.  EGRA tools for testing phonemic awareness:  a. Phoneme segmentation and b. identification of onset and rhyme sounds(first and last sounds) 8  Developing test for assessing the reading comprehension of the students.  Selection of narrative test for assessing causal structure of text.  Types of cognitive processes produced during reading comprehension. 9.  Developing tests for analyzing the listening comprehension.  Types of questions for assessing listening comprehension: Direct factual questions and inference questions.  Assessing how learners approach, process and respond to text 10  Tests for assessing oral reading fluency.  Assessing the receptive oral vocabulary.  Diagnosing poor performance on an oral vocabulary assessment techniques for progress monitoring and mastery checks. 11  How to use ACER Progressive Achievement Test in reading.  Evaluating the quality of test developed for assessing reading.  Validity and reliability of reading\ writing assessment tools.) UNIT 4: Planning, administering, scoring, grading, reporting reading assessments This unit encompasses the importance of rubrics in reading assessment. Also covers the areas of grading readers who are facing literacy. Few topics in this unit will tell how to report students’ progress in reading. Because by only assessment the reading will never improve. Week # Topics/themes 12  Rubrics for reading assessments 5 of 5 The course outline has been approved for Pilot testing by NCRC on November 23-24, 2015. 13  Grading readers with literacy challenges  Assessment of students with reading disabilities 14  Assessing a reluctant participation in reading response group discussion  How to report students’ progress in reading? UNIT 5: Feedback on reading and dissemination of results This unit is about disseminating results of students to the stake holders. It gives great help to student about conducting parent teacher meeting and shares the reading results. What is feedback, and strategies for effective feedback? At the end of this discipline the pre- teacher are taught how to develop portfolio. Week # Topics/themes 15  Sharing results with students’ parents, administration and other stake holders.  Conducting parent teacher meeting. 16  Providing feedback on oral assessment of reading.  Peer feedback  Techniques for portfolio assessment.

Course Synopsis

This course is designed to help student teachers (ST) develop the knowledge ,skills and attitudes needed to effectively assess the reading and writing skills of elementary grade students Building upon the Classroom Assessment ADE course ,the Reading Assessment course will examine functional concepts of assessments in reading, the use of reading assessment and communication of result of reading assessment.ST will learn to use a variety of reading assessment tools in reliable manner to make on going instructional changes and to maintain successful classroom practices.

Course Learning Outcomes

By the end of the course ,ST will be able to: • Reflect upon the importance of reading assessment. • Examine the issues teachers face in assessing their students reading and writing skills. • Demonstrate familiarity with different types of grade specific formative reading assessment tasks. • Demonstrate skills in developing (or adapting) , administering and interpreting standardized tests /assessments of reading and writing. • Use the results of assessment to guide planning for classroom instruction. • Provide constructive feedback to students and other stake holder groups and students’ assessment of reading / writing skills. • Create a plan for disseminating the results of reading assessment to peers, students. Parents, administration and other stakeholders.