READING ASSESSMENT

These are meant to provide feedback on the skills, process, knowledge, and abilities of the students.

• Assessment

• Reading assessments

• Reading

Tags

CCSS.RF.2.3D

CCSS.RF.3.3A

CCSS.RF.3.3D

CCSS.RF.4.4C

CCSS.RL.6.10

Below are types of reading except

•     Assessment of classroom learning

•   Assessment of curricular effectiveness

• Text-structure awareness and discourse organization

• Reading-proficiency assessment

Tags

CCSS.RF.3.3D

CCSS.RF.3.4B

CCSS.RF.3.4C

CCSS.RF.5.4A

CCSS.RF.5.4B

It is based on national standardized tests and levels are determined as basic, proficient, and advanced

•       Comprehension

• Reading proficiency assessment

•   Assessment of classroom learning

Tags

CCSS.RF 4.3.A

CCSS.RF.1.4C

CCSS.RF.3.3B

CCSS.RL.7.10

CCSS.RL.8.10

Identify the major component abilities for reading proficiency

•   Assessment of classroom learning

•    Inferences about text information

• Text-structure awareness and discourse organization

• Reading-proficiency assessment

•     Strategic-processing abilities

Tags

CCSS.RF 4.3.A

CCSS.RF.1.3C

CCSS.RF.3.3B

CCSS.RF.5.4A

CCSS.RI.7.10

   Multiple-choice,  Information transfer and  Classification into groups are examples of

•      major component abilities for reading proficiency

•    reading

• standardized reading assessment tsk formats

Tags

CCSS.RF 4.3.A

CCSS.RF.3.3B

CCSS.RF.3.3C

CCSS.RF.5.4A

CCSS.RF.5.4C

Proficient means that a student has _____the age/grade level expectations.

Tags

CCSS.RF.1.3G

CCSS.RF.3.4B

CCSS.RF.3.4C

CCSS.RF.4.4A

CCSS.RI.8.10

Provide 3 major component abilities for reading proficiency

Tags

CCSS.RF.2.3B

CCSS.RF.2.3D

CCSS.RF.3.3A

CCSS.RI.6.10

CCSS.RI.8.10

Also known as summative or achievement test, these assessments could either be an end-of-unit quiz, post-reading comprehension questions, student observations, interviews, and group work.

• Assessment for research purposes

• Assessment of curricular effectiveness

• Reading-proficiency assessment

• Reading assessment of classroom learning

Tags

CCSS.RF.1.3A

CCSS.RF.2.3B

CCSS.RF.2.3F

CCSS.RF.3.3A

CCSS.RF.3.3D

_______________ are advantageous in the learning environment when done with extra care and planning.

• Reading assessment strategies

• Reading Proficiency Assessment

• Assessment for research purposes

Tags

CCSS.RF.1.3A

CCSS.RF.2.3E

CCSS.RF.2.4C

CCSS.RF.3.3C

CCSS.RF.3.3D

When designing a reading comprehension test, teachers must ensure its _______ and ________

• meaning and authenticity

• time management and reading ability

• relevance and authenticity.

Tags

CCSS.RF.1.4B

CCSS.RF.1.4C

CCSS.RF.2.3A

CCSS.RF.2.3E

CCSS.RF.4.4B