Candidates understand, select, and use valid, reliable, fair, and appropriate assessment tools to screen, diagnose, and measure student literacy achievement; inform instruction and evaluate interventions; assist teachers in their understanding and use of assessment results; advocate for appropriate literacy practices to relevant stakeholders.

Literacy Profile

This artifact is a literacy profile that showcases the work through individualized literacy tutoring. In this profile, you will find information on activities and strategies we worked on during the lessons, but pre and post assessment information as well and how the data was used to approach instruction.

Pre and Post Case Summary

Working with a beginner reader over the period of around 6 weeks, I utilized data to drive my instruction and inform my instructional decisions. There are two different documents below: pre-assessment data case summary and a post-assessment case summary, both including goals and possible instructional strategies.

Rationale:

Assessment and the ability to evaluate and analyze these assessments is essential to the role of teachers and reading/literacy specialists because this data is essential for driving instruction. The literacy profile and the pre and post assessment case summary sheets are representing this standard. After working with an instructional reader, I constructed a literacy profile that allowed me to really examine and “understand the purposes, attributes, formats…and the influences of various types of tools in a comprehensive literacy and language assessment system and apply that knowledge to using assessment tools” (ILA 3.1). Prior to assessing the student, I was also able to “collaborate with colleagues to administer, interpret, and use data for decision making about student assessment and instruction” (ILA 3.2).  Through the literacy profile, I “us[ed] both written and oral communication to explain assessment results and advocate for appropriate literacy and language practices” (ILA 3.4). Having the case summaries represent this standard as well goes to show that I “understand the purposes and attributes” (ILA 3.1) of the assessment and that I can “administer, analyze, and interpret assessments…for instructional decision making” (ILA 3.3). Through these assignments, I was able to learn how to consolidate information and have to make tricky calls for students functional levels and apply my knowledge from a variety of classes.