Dr. Keister required each of her students to complete an informal assessment in Reading and Math of a student. Due to the highly confidential nature of this particular assignment, the assessment revelations, and those individuals involved, the completed Case Study One cannot be presented. However, it is the intention of the author to provide an overview of the activities and observations that provided an impact on their classroom instruction and assessment.
[ In Search of Personal Data ] [ IRI - Informal Reading ] [ IMI - Informal Math ] [ Personal Reflections ]
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Providing a Biographical and Educational History - In Search of Personal Data:
After selecting the appropriate student to serve as the test subject for Case Study One, the examiner was faced with the arduous task of obtaining an intense background of the subject's personal and educational history. The examiner began by hosting an informal meeting with the test subject's parents. It was during this meeting that the Informal Reading and Math Assessments as well as the general course requirements in Educational Diagnosis were presented and explained. Upon reiteration of the requirements, the examiner sought permission to test the subject; formal release papers were presented stating that all identities and linked information shall remain anonymous with respect to the testing procedures, and that only the Professor for the University of Delaware class, the parents, the examiner, and test subject would know the relationship between the test subject and the scores. The parents of the seventh grade student agreed to the test sequence and provided the examiner with the biographical and educational history of their daughter.
The examiner also consulted the child's educational folder to verify data and establish a pattern of prior instruction and assessment; grade level comparisons were completed and charted. Strengths and weaknesses were also noted in all subject areas since Tina would also serve as the test subject for Case Study Two. Upon completion of gathering the necessary data, the two sections detailing the student's background were formally written.
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IRI - Informal Reading Inventory:
Each student in the Educational Diagnosis class was responsible for creating am Informal Reading Inventory 'kit' to be used during the Case Study One testing sequence and to later serve as an assessment tool for their classroom. The examiner developed a color-coded binder housing the Mann-Suiter Informal Reading Inventory complete with Velcro-tabbed, removable story plates and a nifty pop-up vocabulary testing tool. Each colored pocket retained the scoring sheets for each respective grade-level so that the examiner could easily modify the testing sequence to accommodate the test subject's level of development.
Following the testing of Tina, it was found that Grade Five was her Independent reading level, Grade Six was her Instructional reading level, and Grade Seven was her Frustration reading level. Possible conclusions for the errors remain at the test subject's desire to rush through the reading passage, but even more so to the subject's weak vocabulary.
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IMI - Informal Math Inventory:
The development of the Informal Math Inventory was much more intense and permitted the examiner to tailor both the presentation of the test questions and the test questions, themselves. Dr. Keister provided the students with a basis from which to begin, however the development of the questions and method of delivery was the sole responsibility of each student.
I elected to develop a test that I could administer to my students in either the seventh or eighth grade level. I wanted to base the theme of the test around a module that I had developed stemming from my curriculum work at The College of New Jersey. I began by identifying the objectives that I expected my students to already possess and then expanded my list to include both grade and age appropriate mathematic concepts. This addition would permit me to determine a student's particular strengths and weaknesses not only at the grade level, but also within the development of any particular mathematic theory (ex: The student recognizes three-dimensional objects as forms, understands that volume is the measurement of such forms, but does not properly calculate the volume of circular forms ... cylinders, spheres, etc.)
Based solely on the portion of the test administered to Tina, several areas of deficiency existed in the student's mathematic skills due to missing instruction (either curricular neglect or student absences). Tina's level of mastery in typical Mann-Suiter Arithmetic Sequences approaches the Independent/Instructional levels for Grade 6 and the Instructional/Frustration levels for both Grade 7 and 8. Completion of the informal inventory, MATH Pak Amusements, continued to show weaknesses of mathematical concepts in Area, Volume, Properties of Geometric Shapes, and Understanding Mean, Median, and Mode for Tina.
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The completion of the informal assessments provided me with the ability of recognizing faults in my own lesson development ... especially in providing age or grade-level appropriate material. Having always been a concern of mine from the beginning of my teaching career, the line established between 'making a student rise to high standards' to 'teaching too far above a student's ability to comprehend' has been a fine one. I have come to realize that my past experiences and learning environments were much more unique than I had ever imagined. Though many of my students have traversed the world and have participated in events that I have not, they fail to represent, comprehend, or understand general knowledge.
Stemming from our society's influence and desire to produce dual-income families, these students suffer from being raised by elder siblings or the television. The majority have never 'cut paper,' 'doodled in a sketchbook,' and 'created working gadgets from found objects.' There knowledge of history and events is limited to that which is presented in the school environment, and few know details of their family's lineage. Rulers are used to make straight lines, not to measure objects, and nearly, none can adequately combine ingredients for simple recipes. Their ideas of cooking seem to reflect the influence of our 'instant-gratification environment' by simply uncovering, and microwaving for a certain amount of time!
Huge gaps in the student's home environment has made it more difficult for teachers to 'build' upon their known knowledge ... of reading, of vocabulary, and of number relationships. Being able to assessment these potential weaknesses, or gaps, in the student's general understanding provides me with the ability to provide him/her with the necessary instruction needed to succeed in not only my class, but also others. Furthermore, if I cannot instruct the student with respect to the required concept(s), my assessment observations may be utilized to seek the advice and expertise of the student's core academic teacher(s). Through this general consultation, the student can receive the appropriate instruction, or can be recommended for inclusion into a remedial program. The victor emerges as the child who will not be left behind or shuffled through knowing much of nothing. Educational Diagnosis and the requirement of being able to recognize deficiencies has provided me with a greater understanding of providing quality assessment in every classroom during every opportunity and teachable moment.
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