Where To Submit Your Summative Assessment Repo

This is where you will submit your summative assessment report

Here is where you will submit your summative assessment report. Some of it should already be completed on your Formative Assessment Report. You will add to the results and complete the plan based on what you actually did in the Tutoring sessions. For the Easy CBM results, give CWPM (correct words per minute) and GE (grade equivalent) in the descriptive analysis. Make sure to also list which versions you gave, e.g., 3.1. Use professional, formal writing in your analysis.

When completing the ILP chart, list the research-based strategy you are using. Focus on your student's identified weaknesses in your ILP, but include strategies that address each of the five components of reading in your plan. This could be a quick opening activity, review, or part of the bigger lesson. List each component addressed in the session on the last column of the chart for the summative. Include an objective and assessment for each if it is listed as addressed in the lesson.

For any section on the form that is not applicable to your student, write N/A. For example, if it was not appropriate to complete the MCRC when working with a younger student. Certain assessments, such as the Upper Elementary Spelling Inventory, include specific elements like Reduced Vowels in Unaccented Syllables, Greek and Latin Elements, Assimilated Prefixes, and Feature Points; if these do not apply, write N/A in those columns. Maintain formative information in the summative report, adding to the results and analyses with the summative as appropriate.

List the pre- and post-test dates on the summative. Remove all directions from the report before saving and submitting. Your completed work will be inserted into the new uploaded template, with additional content added as per the instructor's directions. The assignment deadline is early 12:00 PM central time.

Paper For Above instruction

The process of summative assessment in the context of tutoring and literacy instruction is crucial for evaluating student progress and guiding instructional strategies. This report synthesizes various components, including data analysis, planning, and reflection, to demonstrate the effective application of formative and summative assessment tools, specifically within reading interventions.

Initial assessment, such as the Easy CBM, provides critical baseline data, including CWPM (correct words per minute) and Grade Equivalent (GE). These metrics facilitate the quantification of reading fluency improvements over time. When analyzing these results, it is imperative to state the specific versions administered (e.g., 3.1 or 3.2), as different versions may yield varying data. A formal, professional tone should be maintained to ensure clarity and credibility in reporting. An example of descriptive analysis might state: “The student’s CWPM increased from 35 to 50 words, with a corresponding GE improvement from grade 2.1 to 2.5, demonstrating growth in reading fluency.” Such analysis provides a nuanced understanding of progress beyond mere numbers, incorporating contextual factors like version differences and student engagement during testing.

Planning for targeted instruction involves constructing an Instructional Learning Plan (ILP) that aligns strategies with identified weaknesses. The ILP should include key research-based strategies tailored to the student's specific needs. For example, if a student struggles with phonemic awareness, the plan might incorporate phoneme segmentation activities grounded in evidence-based methods such as interventions supported by the National Reading Panel (NRP). It is essential to detail which components of reading are addressed in each session; these include phonemic awareness, phonics, fluency, vocabulary, and comprehension. Each component should be explicitly linked to their corresponding instructional activities, objectives, and assessments.

The ILP chart functions as a focal point for documenting targeted instruction. Each row corresponds to a specific strategy, activity, or component, with columns indicating the instructional strategy, targeted component, session activities, objectives, and assessment methods. For example, a session might include a phonics activity targeting decoding skills, with a clear objective (“Students will decode CVC words independently”) and an assessment (“Correct decoding of 10 out of 12 words on the post-test”). For components not applicable to the student's needs, such as certain spelling assessments, marking N/A ensures clarity and prevents misinterpretation.

Data collection extends beyond raw scores to include pre- and post-test dates, crucial for measuring growth over specific intervals. Accurate recording dates establishes a timeline for progress evaluation, informing the effectiveness of instructional strategies. Removing directions from the report ensures clarity and professionalism in final submission. The final version should integrate formative data with the summative analysis, providing a comprehensive picture of the student’s reading development.

In summary, effective summative assessment combines quantitative data, strategic planning, and reflective analysis. Using tools like CBM, spelling inventories, and targeted observations enhances instructional decisions. When properly documented, these assessments inform ongoing instruction and promote student literacy success. The process demands rigor, professionalism, and attention to detail, ensuring that educational interventions are responsive and data-driven.

References

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• National Reading Panel. (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. National Institute of Child Health and Human Development.
• Teaching Reading Fluency to Students with Reading Difficulties. The Journal of Educational Research, 94(4), 235-243.
• Shanahan, T. (2012). Developing Literacy in the Content Areas: Effective Practices for Reading, Writing, Listening, and Speaking. Harvard Educational Review, 82(1), 133-160.
• Meisinger, E. B. (2012). Assessment for Differentiated Instruction in K–8 Classrooms. Pearson.
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• Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing Reading Difficulties in Young Children. National Academy Press.