1.Administer word list examination
•Begin two levels below the student’s current grade level
•Administer word lists until all independent, instructional, and frustration levels are found •Score immediately (sample scoring sheet has been printed)
2.Assess prior knowledge
•Administer concept-questions task on for a passage which is at student’s independent level as determined by word list assessment.
•Score concept-question task as follows (see examples on pgs. 49-51): o3 points: Precise definition, definitional response to a phrase, an answer to a question specifically related to passage content, or a synonym o2 points: an example of the concept, a specific attribute or defining characteristics, or a function o1 point: a general association; isolation of a prefix, suffix, or root word, or firsthand personal associations o0 points: sound-alikes, unconnected responses, or no response or “I don’t know”
•A score of 5/9 or above should be used to indicate familiarity
3.Have the student read the familiar narrative passage orally. Time the reading and record the miscues using examiner’s copy (see printout of sample scored passage)
The Essay on Improving Test Scores Questions Don Study
Improving Test Scores A large percentage of high school students end up NOT graduating because of low test scores. Various methods are used to aid the test-taking process but very few of them have ever actually been proven to work. There are 3 main things that you can do to improve test scores in school, study harder, take notes, and ask questions if you don't understand. Studying hard is an ...
4.Count and record miscues
5.Remove the passage and have the student retell the story (“Retell the story as if you were telling it to someone who has never heard or read it before.”) and record the responses. When student is finished, ask them if there is anything else that they recall from the story? Draw attention to the title and ask, “Is there anything else you remember?” (Retelling can be done later when listening to recording)
6.Ask the student the comprehension questions for the passage and record her answers. 7.Determine the total passage level using the Word Identification (WR) and Comprehension (Comp) levels and the following guidelines:
WR: Independent+Comp: Independent=Independent
+Comp: Instructional=Instructional
+Comp: Frustration=Frustration
WR: Instructional+Comp: Independent=Instructional
+Comp: Instructional=Instructional
+Comp: Frustration=Frustration
WR: Frustration+Comp: Independent=Frustration
+Comp: Instructional=Frustration
8.Repeat steps 2-7 until all levels are found
9.If time permits, steps 2-7 may be used to determine the student’s level for expository texts.
