Literacy Assessment Data and Assessment Tools
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Literacy Assessment Data and Assessment Tools
Literacy assessment provides insight regarding students on their capability of reading and writing. Therefore, instructors must design a tool that ensures their objectives are well addressed (Levi & Inbar-Lourie, 2019). In this case scenario, a reading assessment was subjected to three students—the tool composed of the student’s demographic information, education experiences, and reading concepts. The demographic section provided information related to the gender of the students, native language, place of birth, and age. The education experience aspect aims to capture data about education performance and the number of schools attended. The last section entailed assessing the reading concept, and it forms the main objective of the assessment. Key concepts addressed include; comprehension, fluency, phonemic awareness, decoding, and letter knowledge.
The content adopted in the assessment tool is essential in providing the instructor with information regarding the literacy level of the students. With such information available, the instructor can appropriately prepare a comprehensive lesson plan that facilitates equal knowledge sharing. Through the results obtained, the instructor identifies skill that requires review (Andretta, 2010). Additionally, the instructor can identify areas in which the student has not fully mastered that needs ironing up. The use of both reading and writing assessment is crucial for the teacher and the students. Through such an approach, the instructors can understand what the student can and not able to do. Hence the teacher can provide lessons strategically to enhance gradual change ins student reading and writing capability.
Conclusively appropriate designing of the assessment tools enhances the accurate capturing of data related to students’ strengths and weaknesses (Levi & Inbar-Lourie, 2019). Consequently, Monitoring of student progress is achieved, which has long impacts on the student’s positive growth intellectually.
References
Andretta, S. (2010). Looking at the evidence: reflections on the need for, and impact of,
Information Literacy Education (ILE). Journal of Information Literacy, 4(2). https://doi.org/10.11645/4.2.1541
Levi, T., & Inbar-Lourie, O. (2019). Assessment Literacy or Language Assessment Literacy:
Learning from the Teachers. Language Assessment Quarterly, 17(2), 168-182. https://doi.org/10.1080/15434303.2019.1692347