Standard 8
Title: DIBELS Fluency Test
Date: 9/28/12
Artifact Description:
My artifact for this experience includes a DIBELS test that I administered to a student in my pre-student teaching placement. The DIBELS fluency reading test is appropriate for the student who is in third grade. My artifact contains three stories the student read, along with the marks that I made during the reading. The marks indicate omitted words, self-corrections, substituted words, and teacher assistance. The scores of each test are also displayed in my artifact.
Alignment
Wisconsin Teacher Standard Alignment
I believe the DIBELS fluency reading test best aligns with standard eight of the Wisconsin Teacher Development and Licensure Standards which states: “The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.” The DIBELS fluency reading test is a formal assessment given to students at the beginning, middle, and end of the school year. Using the DIBELS assessment allowed me to determine the number of words read correctly in one minute. This test is strictly for fluency, comprehension and reading strategies are not assessed. The student read three stories and the middle score was recorded as the final score. The student I assessed had a middle score of 116. This score meant that the student was at low risk for not being able to orally read fluently. Fluency helps students read verbally which can affect them socially with their peers. I was able to successfully administer this DIBELS test to this particular student along with others.
UW-Platteville School of Education Knowledge, Skill, and Disposition Statement Alignment
I believe this artifact best aligns with KSD1.f. of the UWP School of Education Knowledge, Skill, and Disposition Statements which states: “The candidate understands, is committed to, and can develop assessments that are clearly stated and congruent with instructional goals. The students are aware of how they are meeting the established standards and are involved in the goal setting process.” The DIBELS assessment tests for fluency which is a key component to reading instruction. After completing the DIBELS assessment I was familiar with the process of time keeping and recording errors during the assessment. I also learned how to score the test and make the appropriate marks. Before giving the fluency reading test I explained to the student that I was going to be recording how many words she read correctly in a minute. I told her that a score of 77 was what she should try to beat. I set a goal by looking at the score sheet which motivated her to work hard.
Secondary Alignment:
KSD2.b: Establishes a Culture for Learning
KSD1.c: Selects Instructional Goals
Reflection
What I learned about teaching/learning:
I learned that it is important to assess every aspect of student learning whether it is formal or informal. Assessment gives the teacher evidence and reasoning to make decisions about each student. When using an assessment that you are unfamiliar with it is important to read the scoring sheet and manual. I learned it is important to create a friendly atmosphere when giving the test because some students get nervous very easily. I set a goal to give the student something to strive for during the test and it worked successfully.
What I learned about myself as a prospective educator:
I learned that I will need to become familiar with all the testing assessments I use as a teacher. I will practice before giving assessments to my students. I learned to make the student feel comfortable and explain exactly what the test is testing.
/uploads/7/2/8/5/7285013/dibels_s8.pdf
Date: 9/28/12
Artifact Description:
My artifact for this experience includes a DIBELS test that I administered to a student in my pre-student teaching placement. The DIBELS fluency reading test is appropriate for the student who is in third grade. My artifact contains three stories the student read, along with the marks that I made during the reading. The marks indicate omitted words, self-corrections, substituted words, and teacher assistance. The scores of each test are also displayed in my artifact.
Alignment
Wisconsin Teacher Standard Alignment
I believe the DIBELS fluency reading test best aligns with standard eight of the Wisconsin Teacher Development and Licensure Standards which states: “The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.” The DIBELS fluency reading test is a formal assessment given to students at the beginning, middle, and end of the school year. Using the DIBELS assessment allowed me to determine the number of words read correctly in one minute. This test is strictly for fluency, comprehension and reading strategies are not assessed. The student read three stories and the middle score was recorded as the final score. The student I assessed had a middle score of 116. This score meant that the student was at low risk for not being able to orally read fluently. Fluency helps students read verbally which can affect them socially with their peers. I was able to successfully administer this DIBELS test to this particular student along with others.
UW-Platteville School of Education Knowledge, Skill, and Disposition Statement Alignment
I believe this artifact best aligns with KSD1.f. of the UWP School of Education Knowledge, Skill, and Disposition Statements which states: “The candidate understands, is committed to, and can develop assessments that are clearly stated and congruent with instructional goals. The students are aware of how they are meeting the established standards and are involved in the goal setting process.” The DIBELS assessment tests for fluency which is a key component to reading instruction. After completing the DIBELS assessment I was familiar with the process of time keeping and recording errors during the assessment. I also learned how to score the test and make the appropriate marks. Before giving the fluency reading test I explained to the student that I was going to be recording how many words she read correctly in a minute. I told her that a score of 77 was what she should try to beat. I set a goal by looking at the score sheet which motivated her to work hard.
Secondary Alignment:
KSD2.b: Establishes a Culture for Learning
KSD1.c: Selects Instructional Goals
Reflection
What I learned about teaching/learning:
I learned that it is important to assess every aspect of student learning whether it is formal or informal. Assessment gives the teacher evidence and reasoning to make decisions about each student. When using an assessment that you are unfamiliar with it is important to read the scoring sheet and manual. I learned it is important to create a friendly atmosphere when giving the test because some students get nervous very easily. I set a goal to give the student something to strive for during the test and it worked successfully.
What I learned about myself as a prospective educator:
I learned that I will need to become familiar with all the testing assessments I use as a teacher. I will practice before giving assessments to my students. I learned to make the student feel comfortable and explain exactly what the test is testing.
/uploads/7/2/8/5/7285013/dibels_s8.pdf