Summative Assessment – Teacher
Individual Student Assessment Piece
To evaluate each student’s ability to decode and correct miscues, this portion of the summative assessment needs to be done on an individual basis. Each student needs to read a portion of text to the teacher while the teacher is evaluating the student’s’ ability to decode and correct miscues. This portion could be conducted using an informal reading assessment such as running records or a formal assessment such as DRA (Developmental Reading Assessment). For additional information, see teacher resources.
STUDENT FRIENDLY ASSESSMENT
Summative Assessment
Scoring Guide
1.
|
Score |
Criteria |
|
1 |
Gives a reasonable prediction |
|
0 |
Other |
2.
|
Score |
Criteria |
|
2 |
Tells main problem and explains with a text based details |
|
1 |
Tell main problem but does not support with a text based detail |
|
0 |
Other |
3.
|
Score |
Criteria |
|
3 |
Asks questions to enhance meaning; can easily answer questions; beginning awareness of different types of questions |
|
2 |
Asks questions relevant to the story; can answer questions |
|
1 |
Asks questions about the story; may confuse questions/statements |
|
0 |
Does not ask questions |
4.
|
Score |
Criteria |
|
3 |
Gives four correct foods |
|
2 |
Gives two or three correct foods |
|
1 |
Gives one correct food |
|
0 |
Other |
5. B
6. B
7.
|
Score |
Criteria |
|
1 |
Using a dictionary, student wrote correct definition for violin |
|
0 |
Other |
8.
|
Score |
Criteria |
|
3 |
Five to six base words are correctly identified |
|
2 |
Three to four base words are correctly identified |
|
1 |
One to two base words are correctly identified |
|
0 |
other |
9.
|
Score |
Criteria |
|
4 |
Correct or reasonable explanation written for each of the following: settings, characters, problem, and solution. Possible correct/reasonable answers to describe: Setting: Gregory’s house, junkyard, outside/yard
Characters: Gregory, mother, father, Dr. Ram
Problem: Gregory doesn’t want to eat “goat” food, Gregory only likes to eat healthy food, Gregory doesn’t like the food his parents want him to eat, or Gregory eats too much.
Solution: Gregory’s parents make him try junk food, Gregory learned to try/like new food, and Gregory eats both junk food and healthy food. |
|
3 |
Correct or reasonable explanation written for three of the following categories: settings, characters, problem, and solution |
|
2 |
Correct or reasonable explanation written for two of the following: settings, characters, problem, and solution |
|
1 |
Correct or reasonable explanation written for one of the following: settings, characters, problem, and solution |
|
0 |
Question not attempted or the answers were not correct or reasonable |
10. Depending on the time of year students may be able to do this independently; otherwise the teacher can give assistance by prompting the student with questions like: What did Gregory learn from eating healthy food with the junk (shoe strings mixed into spaghetti, the rubber hells mixed into the string beans, etc.) What did Gregory learn from eating just the tires, broken violin, and parts of the car?
|
Score |
Criteria |
|
2 |
Correct/valid response to the lesson and connections to self Example answers: Gregory learned to like new foods by trying a little something different each day. I could try new things a little at a time too.
Gregory and his parents solved their disagreement through compromise (each gave up something that they really wanted). I can make trade-offs with my family and friends to get along too.
Gregory learned that eating a variety of foods was the best thing to do in order to be healthy. I should eat a lot of different foods too. |
|
1 |
Correct/valid response to the lesson or valid connection to self |
|
0 |
Neither response is valid or correct |
11.
|
Score |
Criteria |
|
2 |
Give a correct intended message and included a detail from the letter |
|
1 |
Correct intended message and included a detail from the letter |
|
0 |
Other |