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Running Head: LITERARY ASSESSMENT TOOLBOX 1

LITERACY ASSESSMENT TOOLBOX

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Katie Boyd

Liberty UniversityAlice Smith143770000000902418Delete the term ‘Running Head.’

LITERACY ASSESSMENT TOOLBOX 2

LITERACY ASSESSMENT TOOLBOX TEMPLATE

1. Candidate Name Katie Boyd

School District WSFCS

2. Grade level 3rd

Informal Reading Inventory Tool

1. Describe the IRI you have created.

Pupils need to be taught how to read fluently from a young age. As a result, reading and

comprehending other subjects will be relatively easy. The IRI I have created monitors the

reading levels of pupils in English. Moreover, English is the most important literacy subject

since other subjects are mostly written in English. Teachers have to access the reading levels

of pupils. After which they train them to improve on their weak points. This process is

repetitive until the pupils can meet the reading requirements.

2. Insert sample IRI you have created.

Teachers have to use several techniques to improve the reading levels of pupils. First, they

should teach the students to read orally. This can be done through holding storybook and poem

reading sessions in class. Shy pupils should improve when they read in groups. Group reading

will ensure several pupils read at the same time and improve on their reading levels. Individual

reading sessions in class enables teachers to assess each pupil.

3. List research-based article #1 title and author(s).

Çayir, A. Analyzing the Reading Skills and Visual Perception Levels of First Grade Students.

4. Summary of research-based article supporting this assessment tool. (150-200 words).

The research article has stated that pupils need to improve in several aspects of reading.

Reading is divided into visual, audio perception, memory, attention, and speech skills.Alice Smith143770000000902418You need a sample of the tool that you created to be placed here, Katie. Include with that sample a chart/table that would demonstrate the student’s performance on each of the items on the assessment.Alice Smith143770000000902418Describe what it includes and how it is administered.

LITERACY ASSESSMENT TOOLBOX 3

However, visual perception has been targeted for improvement. Visual perception enables

students to identify letters and punctuation marks. The visual skills of first-grade students are

improved. As a result, they can develop their reading skills at an early age. The IRI was used

to analyze the reading and visual perception skills of students. Most of the students were in the

anxiety level, and the rest were in the instruction level. Students who were in the instruction-

level had better visual perception skills. These enabled them to have better reading

understanding and reading speed.

5. List research-based article #2 title and author(s).

Balci, E., & Çayir, A. Reading Performance Profile of Children with Dyslexia in Primary and

Secondary School Students.

6. Summary of research-based article supporting this assessment tool. (150-200 words).

Dyslexia is a condition in which people find difficulty reading. The research was conducted to

assess reading skills in students with dyslexia in both secondary and primary schools. One

hundred and seventy-five students had to be assessed in various areas. These were spelling and

reading activities. IRI was used to assess the reading level of students. Alphabet tests were

used to gauge their letter recognition levels. Syllable tests gauged their syllable reading

abilities. From the results, it was evident that students with dyslexia had spelling and reading

problems. The majority of them had reading problems compared to spelling problems. Those

who did not learn to read and how to pronounce letters were extremely few. Different schools

had different cases due to the languages used. For instance, Italian students with dyslexia had

trouble reading long words. Students with dyslexia have several issues with fluent reading but

can improve with further training.

LITERACY ASSESSMENT TOOLBOX 4

7. Additional comments, information:

It is noted that the more students are taught, the more they will improve. Teachers should

improve on their teaching methods and assess students in several areas.Alice Smith143770000000902418This is where you need to describe how the tool that you created reflects the research that you located.

LITERACY ASSESSMENT TOOLBOX 5

Candidate Name Katie Boyd

School District WSFCS

3. Grade level 3rd

Diagnostic Tool

(for specific reading skill)

1. Describe the Diagnostic tool (cannot be a statewide tool currently used like PALS or

DIBELS) you have created.

Teachers have limited ability to measure every aspect of their students in learning. A

diagnostic tool enables teachers to identify specific areas for improvement. The oral reading

skills of students can be gauged to determine specific areas of improvement. Teachers will

also be given suggestions on how to help students improve their reading skills.

2. Insert sample Diagnostic tool you have created.

The diagnostic tool is an online application that assesses the voices of students as they are

reading. Various elements of the voice are assessed. These include fluency in reading and

pronunciation. The areas where the students have trouble are highlighted. Suggestions are

availed to teachers to enable their students’ reading and articulation skills to improve.

3. List research-based article #1 title and author(s).

Virinkoski, R., Lerkkanen, M. K., Holopainen, L., Eklund, K., & Aro. Teachers’ ability to

identify children at early risk for reading difficulties in grade 1.

4. Summary of research-based article supporting this assessment tool. (150-200 words).

The article assessed several methods in which teachers of normal students and those with

special needs used in assessing their students. The study was also conducted to identify the

extent to which teachers were able to assess students who had difficulty reading. The precision

LITERACY ASSESSMENT TOOLBOX 6

of the teachers was identified by comparing their ratings with the actual scores. About 160

teachers and 600 students were used in the study. It was proved that most teachers used

qualitative methods of assessment. The test showed that teachers were close to reaching the

desired levels of assessment. However, they had trouble with identifying students who had

special needs that were different from the rest. In addition, teachers identified students who

had some difficulties, yet the system did not. The system needs to be improved to become

more accurate. This will enable teachers to know which reading areas to help students improve

on. Teaching will also become easier.

5. List research-based article #2 title and author(s).

Csapó, B., & Molnár. Online diagnostic assessment in support of personalized teaching and

learning:

6. Summary of research-based article supporting this assessment tool. (150-200 words).

The article introduces media which is an online diagnostic tool. The use of media will enable

teachers to have an easier time teaching. Specific problems in learning will be identified in

students. Reading, science, and mathematics are the three areas that the system focuses on.

This will be used from the time the children are beginning elementary school to the time they

finish. Assessment is based on reasoning, application of the learned content, and the content of

the curriculum. The system has been used for over a thousand schools for a good number of

years. The media system’s mode of operation has been described. It enables tests to be created,

given to students, and graded depending on the solutions. Both students and teachers are

shown ways in which they can improve on the weak areas. The diagnostic tool has been used

in elementary schools up to higher learning institutions. A large number of students in various

schools can be assessed.

LITERACY ASSESSMENT TOOLBOX 7

7. Additional comments, information:

Diagnostic tools facilitate the assessment of students in various areas. The possibility of using

diagnostic tools is unlimited. Since technology is continuously developing, we expect to see

more diagnostic tools added to the learning sector.

LITERACY ASSESSMENT TOOLBOX 8

4. Candidate Name Katie Boyd

School District WSFCS

5. Grade level 3rd

Progress Monitoring Tool

1. Describe the progress monitoring tool you have created.

Progress monitoring involves monitoring the education level of students in various areas. My

proposed progress monitoring tool enables teachers to monitor the level of improvement of

students in English. Students are monitored in several areas such as spelling, pronunciation,

reading, and comprehensive skills.

2. Insert the progress monitoring tool you have created.

Students are given spelling tests periodically. The complexity of the test increases depending

on the improved speed of the students. Additionally, students are given questions to answer

after reading short passages. These measures and monitors their reading and comprehension

skills.

3. List research-based article #1 title and author(s).

Clemens, Hsiao, Simmons, Kwok, Greene, Soohoo, & Otaiba. Predictive validity of

kindergarten progress monitoring measures across the school year:

4. Summary of research-based article supporting this assessment tool. (150-200 words).

Different methods exist which enable teachers to monitor the reading levels of students.

However, the more effective methods in forecasting the improvement levels of students have

not been identified. The progress across the whole school or grade has also not been identified.

Four hundred and twenty-six students were identified as having difficulty reading at the start

of a given school year. Computer adaptive tests and paper tests were used to monitor the

LITERACY ASSESSMENT TOOLBOX 9

students’ progress for the whole year. Dominance analyses were used to measure the accuracy

and uniqueness of the systems’ predictions. At the beginning of the year, computer-adaptive

was the most accurate predictor.

5. List research-based article #2 title and author(s).

Van Norman, Maki, Burns, McComas, & Helman. Comparison of progress monitoring data

from general outcome measures and specific subskill mastery measures for reading.

6. Summary of research-based article supporting this assessment tool. (150-200 words).

The progress of students is measured using general outcome measures (GOM). An example of

GOM is a curriculum-based measurement of reading (CBM-R). GOM has been identified as

not been accurate enough to measure the process of intervention. Hence, data that deals with

instructional targets and specific subskill mastery measures (SSMs) should be collected.

Additionally, assessors may stop using a suitable method of intervention. On the other hand,

they may also continue to use an intervention skill that is not effective. A multivariate

modeling technique was used to compare the intervention concepts between GOM and

SSMM. About one hundred and ninety-three students were used in the test. These students

were from first to third grade. Consonant vowels and words had differences in both CBM-R

and SSMM. The consonant blend vowels and words were statistically similar in both CBM-R

and SSMM. Furthermore, utilizing word lists in student monitoring was found to be effective.

The more complicated the phonetic patterns became, the more difficult it was to implement.

7. Additional comments, information:

Student monitoring should be done on all subjects in the curriculum.

LITERACY ASSESSMENT TOOLBOX 10

References

Çayir, A. (2017). Analyzing the Reading Skills and Visual Perception Levels of First Grade

Students. Universal Journal of Educational Research, 5(7), 1113-1116.

Balci, E., & Çayir, A. (2018). Reading Performance Profile of Children with Dyslexia in Primary

and Secondary School Students. Journal of Education and Learning, 7(1), 80-87.

Virinkoski, R., Lerkkanen, M. K., Holopainen, L., Eklund, K., & Aro, M. (2018). Teachers’

ability to identify children at early risk for reading difficulties in grade 1. Early

Childhood Education Journal, 46(5), 497-509.

Csapó, B., & Molnár, G. (2019). Online diagnostic assessment in support of personalized

teaching and learning: The media system. Frontiers in psychology, 10, 1522.

Clemens, N. H., Hsiao, Y. Y., Simmons, L. E., Kwok, O. M., Greene, E. A., Soohoo, M. M., …

& Otaiba, S. A. (2019). Predictive validity of kindergarten progress monitoring measures

across the school year: Application of dominance analysis. Assessment for Effective

Intervention, 44(4), 241-255.

Van Norman, E. R., Maki, K. E., Burns, M. K., McComas, J. J., & Helman, L. (2018).

Comparison of progress monitoring data from general outcome measures and specific

subskill mastery measures for reading. Journal of school psychology, 67, 179-189.

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Running Head: LITERARY ASSESSMENT TOOLBOX 2

LITERACY ASSESSMENT TOOLBOX 2

Literacy Assessment Toolbox

Katie Boyd

Liberty University

LITERACY ASSESSMENT TOOLBOX TEMPLATE

1. Candidate NameKatie Boyd
School DistrictWSFCS
2. Grade level3rd
Informal Reading Inventory Tool
1. Describe the IRI you have created.
Pupils need to be taught how to read fluently from a young age. As a result, reading and comprehending other subjects will be relatively easy. The IRI I have created monitors the reading levels of pupils in English. Moreover, English is the most important literacy subject since other subjects are mostly written in English. Teachers have to access the reading levels of pupils. After which they train them to improve on their weak points. This process is repetitive until the pupils can meet the reading requirements.
2. Insert sample IRI you have created.
Teachers have to use several techniques to improve the reading levels of pupils. First, they should teach the students to read orally. This can be done through holding storybook and poem reading sessions in class. Shy pupils should improve when they read in groups. Group reading will ensure several pupils read at the same time and improve on their reading levels. Individual reading sessions in class enables teachers to assess each pupil.
3. List research-based article #1 title and author(s).
Çayir, A. Analyzing the Reading Skills and Visual Perception Levels of First Grade Students.
4. Summary of research-based article supporting this assessment tool. (150-200 words).
The research article has stated that pupils need to improve in several aspects of reading. Reading is divided into visual, audio perception, memory, attention, and speech skills. However, visual perception has been targeted for improvement. Visual perception enables students to identify letters and punctuation marks. The visual skills of first-grade students are improved. As a result, they can develop their reading skills at an early age. The IRI was used to analyze the reading and visual perception skills of students. Most of the students were in the anxiety level, and the rest were in the instruction level. Students who were in the instruction-level had better visual perception skills. These enabled them to have better reading understanding and reading speed.
5. List research-based article #2 title and author(s).
Balci, E., & Çayir, A. Reading Performance Profile of Children with Dyslexia in Primary and Secondary School Students.
6. Summary of research-based article supporting this assessment tool. (150-200 words).
Dyslexia is a condition in which people find difficulty reading. The research was conducted to assess reading skills in students with dyslexia in both secondary and primary schools. One hundred and seventy-five students had to be assessed in various areas. These were spelling and reading activities. IRI was used to assess the reading level of students. Alphabet tests were used to gauge their letter recognition levels. Syllable tests gauged their syllable reading abilities. From the results, it was evident that students with dyslexia had spelling and reading problems. The majority of them had reading problems compared to spelling problems. Those who did not learn to read and how to pronounce letters were extremely few. Different schools had different cases due to the languages used. For instance, Italian students with dyslexia had trouble reading long words. Students with dyslexia have several issues with fluent reading but can improve with further training.
7. Additional comments, information:
It is noted that the more students are taught, the more they will improve. Teachers should improve on their teaching methods and assess students in several areas.
Candidate NameKatie Boyd
School DistrictWSFCS
3. Grade level3rd
Diagnostic Tool(for specific reading skill)
1. Describe the Diagnostic tool (cannot be a statewide tool currently used like PALS or DIBELS) you have created.
Teachers have limited ability to measure every aspect of their students in learning. A diagnostic tool enables teachers to identify specific areas for improvement. The oral reading skills of students can be gauged to determine specific areas of improvement. Teachers will also be given suggestions on how to help students improve their reading skills.
2. Insert sample Diagnostic tool you have created.
The diagnostic tool is an online application that assesses the voices of students as they are reading. Various elements of the voice are assessed. These include fluency in reading and pronunciation. The areas where the students have trouble are highlighted. Suggestions are availed to teachers to enable their students’ reading and articulation skills to improve.
3. List research-based article #1 title and author(s).
Virinkoski, R., Lerkkanen, M. K., Holopainen, L., Eklund, K., & Aro. Teachers’ ability to identify children at early risk for reading difficulties in grade 1.
4. Summary of research-based article supporting this assessment tool. (150-200 words).
The article assessed several methods in which teachers of normal students and those with special needs used in assessing their students. The study was also conducted to identify the extent to which teachers were able to assess students who had difficulty reading. The precision of the teachers was identified by comparing their ratings with the actual scores. About 160 teachers and 600 students were used in the study. It was proved that most teachers used qualitative methods of assessment. The test showed that teachers were close to reaching the desired levels of assessment. However, they had trouble with identifying students who had special needs that were different from the rest. In addition, teachers identified students who had some difficulties, yet the system did not. The system needs to be improved to become more accurate. This will enable teachers to know which reading areas to help students improve on. Teaching will also become easier.
5. List research-based article #2 title and author(s).
Csapó, B., & Molnár. Online diagnostic assessment in support of personalized teaching and learning:
6. Summary of research-based article supporting this assessment tool. (150-200 words).
The article introduces media which is an online diagnostic tool. The use of media will enable teachers to have an easier time teaching. Specific problems in learning will be identified in students. Reading, science, and mathematics are the three areas that the system focuses on. This will be used from the time the children are beginning elementary school to the time they finish. Assessment is based on reasoning, application of the learned content, and the content of the curriculum. The system has been used for over a thousand schools for a good number of years. The media system’s mode of operation has been described. It enables tests to be created, given to students, and graded depending on the solutions. Both students and teachers are shown ways in which they can improve on the weak areas. The diagnostic tool has been used in elementary schools up to higher learning institutions. A large number of students in various schools can be assessed.
7. Additional comments, information:
Diagnostic tools facilitate the assessment of students in various areas. The possibility of using diagnostic tools is unlimited. Since technology is continuously developing, we expect to see more diagnostic tools added to the learning sector.
4. Candidate NameKatie Boyd
School DistrictWSFCS
5. Grade level3rd
Progress Monitoring Tool
1. Describe the progress monitoring tool you have created.
Progress monitoring involves monitoring the education level of students in various areas. My proposed progress monitoring tool enables teachers to monitor the level of improvement of students in English. Students are monitored in several areas such as spelling, pronunciation, reading, and comprehensive skills.
2. Insert the progress monitoring tool you have created.
Students are given spelling tests periodically. The complexity of the test increases depending on the improved speed of the students. Additionally, students are given questions to answer after reading short passages. These measures and monitors their reading and comprehension skills.
3. List research-based article #1 title and author(s).
Clemens, Hsiao, Simmons, Kwok, Greene, Soohoo, & Otaiba. Predictive validity of kindergarten progress monitoring measures across the school year:
4. Summary of research-based article supporting this assessment tool. (150-200 words).
Different methods exist which enable teachers to monitor the reading levels of students. However, the more effective methods in forecasting the improvement levels of students have not been identified. The progress across the whole school or grade has also not been identified. Four hundred and twenty-six students were identified as having difficulty reading at the start of a given school year. Computer adaptive tests and paper tests were used to monitor the students’ progress for the whole year. Dominance analyses were used to measure the accuracy and uniqueness of the systems’ predictions. At the beginning of the year, computer-adaptive was the most accurate predictor.
5. List research-based article #2 title and author(s).
Van Norman, Maki, Burns, McComas, & Helman. Comparison of progress monitoring data from general outcome measures and specific subskill mastery measures for reading.
6. Summary of research-based article supporting this assessment tool. (150-200 words).
The progress of students is measured using general outcome measures (GOM). An example of GOM is a curriculum-based measurement of reading (CBM-R). GOM has been identified as not been accurate enough to measure the process of intervention. Hence, data that deals with instructional targets and specific subskill mastery measures (SSMs) should be collected.Additionally, assessors may stop using a suitable method of intervention. On the other hand, they may also continue to use an intervention skill that is not effective. A multivariate modeling technique was used to compare the intervention concepts between GOM and SSMM. About one hundred and ninety-three students were used in the test. These students were from first to third grade. Consonant vowels and words had differences in both CBM-R and SSMM. The consonant blend vowels and words were statistically similar in both CBM-R and SSMM. Furthermore, utilizing word lists in student monitoring was found to be effective. The more complicated the phonetic patterns became, the more difficult it was to implement.
7. Additional comments, information:
Student monitoring should be done on all subjects in the curriculum.

References

Çayir, A. (2017). Analyzing the Reading Skills and Visual Perception Levels of First Grade Students. Universal Journal of Educational Research, 5(7), 1113-1116.

Balci, E., & Çayir, A. (2018). Reading Performance Profile of Children with Dyslexia in Primary and Secondary School Students. Journal of Education and Learning, 7(1), 80-87.

Virinkoski, R., Lerkkanen, M. K., Holopainen, L., Eklund, K., & Aro, M. (2018). Teachers’ ability to identify children at early risk for reading difficulties in grade 1. Early Childhood Education Journal, 46(5), 497-509.

Csapó, B., & Molnár, G. (2019). Online diagnostic assessment in support of personalized teaching and learning: The media system. Frontiers in psychology, 10, 1522.

Clemens, N. H., Hsiao, Y. Y., Simmons, L. E., Kwok, O. M., Greene, E. A., Soohoo, M. M., … & Otaiba, S. A. (2019). Predictive validity of kindergarten progress monitoring measures across the school year: Application of dominance analysis. Assessment for Effective Intervention, 44(4), 241-255.

Van Norman, E. R., Maki, K. E., Burns, M. K., McComas, J. J., & Helman, L. (2018). Comparison of progress monitoring data from general outcome measures and specific subskill mastery measures for reading. Journal of school psychology, 67, 179-189.

EDUC 554

Literacy Assessment Toolbox Assignment

Overview

The purpose of this assignment is to research and create appropriate literacy assessment tools used by elementary and special education teachers to diagnose and measure reading achievement and progress. There are three assessment tools in this assignment, each with a different focus.

Instructions

Step 1 – Research

For each of the three tools (informal reading inventory, diagnostic reading tools, and progress monitoring tools), select two research-based journal articles from current literacy journals. All articles should be published within the past five years. Research articles should come from literacy journals. No other articles will be accepted. Read each article with a critical lens. You are looking for support for the assessment tool you will create for your classroom.

Step 2 – Create Tools

· Create an assessment for each of the three assessments. These should relate to your practicum connected to this course.

· The toolbox assessments should not be your state test such as PALS, DIBELS or other commercially purchases assessment. These should be authentic assessments made by teachers (meaning you the candidate).

· The toolbox will include three literacy assessment samples (informal reading inventory, diagnostic reading tools, and progress monitoring tools) supported by two current research-based articles indicating its relevance of assessment tools to current literacy practices. 

· The samples should be orginial work and inserted in the Literacy Assessment Toolbox Assignment Template.

Step 3 – Written Report in Template

· At the top of each section in the Literacy Assessment Toolbox Assignment Template, insert the specific grade level and school information, then fill in each section of the Literacy Assessment Toolbox Assignment Template.

· Each journal article summary should be 150-200 words in length. The other sections of the template do not have a word count.

· Use current APA format including a cover page and reference page.

EDUC 554

Literacy Assessment Toolbox Grading Rubric

CriteriaLevels of Achievement
Content 70%AdvancedProficientDevelopingNot present
Literacy Assessment 1: Informal Reading Inventory10 pointsAll the following are evident.· The informal reading inventory is appropriately created.· Its supported with research as a literacy practice.· The assessment is original.· It connects to the practicum course for EDUC 554.· An overview of the assessment is provided in the template and is relevant for the grade level in focus.8 to 9 pointsAll but one of the following components are evident.· The informal reading inventory is appropriately created.· Its supported with research as a literacy practice.· The assessment is original.· It connects to the practicum course for EDUC 554.· An overview of the assessment is provided in the template and is relevant for the grade level in focus.1 to 7 pointsTwo or more of the following are missing.· The informal reading inventory is appropriately created.· Its supported with research as a literacy practice.· The assessment is original.· It connects to the practicum course for EDUC 554.· An overview of the assessment is provided in the template and is relevant for the grade level in focus.0 pointsNot present
Literacy Assessment 2: Diagnostic Reading Tool10 pointsAll the following are evident.· The diagnostic reading tool is appropriately created.· Its supported with research as a literacy practice.· The assessment is original.· It connects to the practicum course for EDUC 554.· An overview of the assessment is provided in the template and is relevant for the grade level in focus.8 to 9 pointsAll but one of the following are evident.· The diagnostic reading tool is appropriately created.· Its supported with research as a literacy practice.· The assessment is original.· It connects to the practicum course for EDUC 554.· An overview of the assessment is provided in the template and is relevant for the grade level in focus.1 to 7 pointsTwo or more of the following are missing.· The diagnostic reading tool is appropriately created.· Its supported with research as a literacy practice.· The assessment is original.· It connects to the practicum course for EDUC 554.· An overview of the assessment is provided in the template and is relevant for the grade level in focus.0 pointsNot present
Literacy Assessment 3: Progress Monitoring Tool10 pointsAll the following are evident.· The progress monitoring tool is appropriately created.· Its supported with research as a literacy practice.· The assessment is original.· It connects to the practicum course for EDUC 554.· An overview of the assessment is provided in the template and is relevant for the grade level in focus.8 to 9 pointsAll but one of the following are evident.· The progress monitoring tool is appropriately created.· Its supported with research as a literacy practice.· The assessment is original.· It connects to the practicum course for EDUC 554.· An overview of the assessment is provided in the template and is relevant for the grade level in focus.1 to 7 pointsTwo or more of the following are missing.· The progress monitoring tool is appropriately created.· Its supported with research as a literacy practice.· The assessment is original.· It connects to the practicum course for EDUC 554.· An overview of the assessment is provided in the template and is relevant for the grade level in focus.0 pointsNot present
Research-based Support37 to 40 pointsEach created assessment tool is clearly supported with two research-based journal articles from literacy journals for a total of 6 references. The articles are within the past five years. The research from the articles provides a rationale for the use of each assessment tool.34 to 36 pointsEach created assessment tool is supported with two research-based journal articles and are mostly from literacy journals for a total of 6 references. Most of the articles are within the past five years. The research from the articles provides a rationale for the use of most of the assessment tools.1 to 33 pointsThere are not two research-based journal articles from literacy journals for each of the assessment tools. Many of the articles that are used for support are from articles that are over five years old. There is not a clear connection between the research and the rationale for the use of the assessment tool.0 pointsNot present
Structure 30%AdvancedProficientDevelopingNot present
Mechanics14 to 15 pointsThe sentence structure is complete with correct spelling, punctuation, capitalization, varied word choices. The writing exemplifies a professional.13 pointsThe sentence structure has minor errors (fragments, run-ons, subject-verb not parallel) with correct spelling, punctuation, and capitalization. There is some variation in word choices.1 to 12 pointsThe sentence structure has several errors in sentence fluency with multiple fragments/run-ons and poor spelling, and punctuation. There is limited variation in word choice.0 pointsNot present
Literacy Assessment (s) Template10 pointsThe template is fully completed for 3 assessments and submitted as one-word document. It is answered with clarity and in well-developed sentences.8 to 9 pointsThe template is mostly completed and attached. Most of the sentences have clarity and are well developed.1 to 7 pointsThe template is attached but has many incomplete sections. Some of the sentences lack clarity and are incomplete. OR not submitted as one-word document.0 pointsNot present
Current APA Format5 pointsThere is current APA formatting including a title page, header, and reference page. The research that supports each assessment is referenced correctly on the reference page.4 pointsThere are some current APA formatting errors, and one of the following is missing: a title page, header, and reference page. Most of the research that supports each assessment is referenced correctly on the reference page.1 to 3 pointsThere are many current APA formatting errors, and two of the following are missing: a title page, header, and reference page. The research that supports each assessment is not referenced correctly on the reference page.

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