Running Head: CLASSROOM ASSESSMENT PROFILE

Classroom Assessment Profile

Amanda J. Mayo
University of New England
1/30/15

CLASSROOM ASSESSMENT PROFILE

Name of the
assessment
Website link
for further
information

Formative or
Summative

Data
collected
with this
assessment

Teachers College
Running Record
http://readingandwritin
gproject.org/resources/a
ssessments/runningrecords
In my school this is used as both
a formative and summative
assessment. Teachers are
expected to administer this
assessment prior to the end of
each trimester with a certain
level based on what level
students are expected to be
reading at during that point of
the school year. As a teacher, I
use this information formatively
as I can see where students are
making miscues in their oral
reading and whether they are
able to grasp the literal and
inferred concepts presented in
the passages. This data is
particularly useful after the initial
administration because I can
compare subsequent
assessments to the original to
look for growth and patterns in
student miscues. Our report card
system uses this information in a
summative manner to mark on
report cards whether students
are approaching grade level
expectations, at grade level
expectations or exceeding grade
level expectations.
From this assessment I learn
about my students fluency: oral
reading rate, oral reading
accuracy, and some of the
strategies they use while reading.
I also learn a lot about their
comprehension. Through the
summarizing piece, I gain a
better understanding of whether
my students are grasping the
key ideas of a text and what they
determine to be important pieces
of information while reading.
This assessment also gives me
insight into their literal and
inferential reading
comprehension level.

Reading Response Journals

https://drive.google.com/a/scarboro
ughschools.org/file/d/0B6VA1cJRvLFz
SG5CR25JY1VYdnM/view?
usp=sharing (this is my rubric for
the activity)
I use these as a formative assessment in my
classroom to see how students are
comprehending self-selected independent
reading books. Students write a response to me
in their notebook about aspects of their book that
they enjoyed or did not enjoy, or pieces that
really stood out to them. They are required to
write about their overall thoughts about the book,
and then they choose to write about one of the
other topics; character development, writing
style, plot development or theme. Students can
earn bonus points for above and beyond work for
tackling more than one of the topics. I use this
information to determine whether individuals,
small groups or the whole class need mini-lessons
on a particular reading strategy, selecting books,
or writing about their reading. I also use this
information to engage my students in
conversations about what theyve been reading
and what they notice in their books.

I get a lot of information about students reading

comprehension. Their overall thoughts on the
book let me know whether they understood what
they were reading and what their main
takeaways were. Vague or inaccurate reviews tell
me a lot about whether they are reading a book
at an appropriate reading level for them. It can
also help me recommend other books for them to
read. Each of the topics tell me how students are
doing on those skills that weve worked on
multiple times and continue to learn more about.
If I see that a student is consistently only telling
me about the characters in his/her book, that can
open up a conversation in our reading workshop
conferences about the other topics and ways to
write about them.

CLASSROOM ASSESSMENT PROFILE

How will this This data is reported to students Students receive points for how well they do
when we discuss their results and each piece of the response. This score goes in the
data be
what I noticed while they read.
students reading notebook and is used by them
reported?
This information is reported to
for improvement on future responses. I use this

How will this

data provide
you with
information
to support
the learning
of your
students?

Pros of this
assessment
tool

Cons of this
assessment
tool

parents through report cards. I

also discuss the results of the
most recent running record with
parents at conferences. If there is
a concern about student
progress, the information from
this assessment can be used with
our Student of Concern teams,
Multi-Disciplinary Teams, and/or
IEP meetings.
I use data from these running
records to plan instruction for
students based on what I see as
a need in fluency and
comprehension skills. I also use
this assessment as a way to talk
to students about their reading
and make goals for improvement.
Sometimes I will record their oral
reading and play it back for them
to all students to listen and
reflect on what they hear in their
own reading.
Instant feedback- I can
immediately show students
where they struggled with
their oral reading, identify
patterns, and discuss their
comprehension.
Miscue analysis: Through
tracking miscues, I can see
what patterns are showing up
in students oral reading and
help develop strategies to
notice and fix those errors
Breakdown of strategies: Its
very clear thought this
assessment which fix-up
strategies students are
utilizing while they read.
Breakdown of literal and
inferential comprehension: by
having questions that look at
book, I can see whether
students are not grasping
what actually happened in
the story, or if theyre
struggling to make
connections between what
happened and their own
ideas.
Time- It takes about 10
minutes per student which
doesnt seem like much until

information to tailor individual, small group, and

whole class instruction in reading strategies and
writing about their reading. Students and I
discuss their reading responses at reading
workshop conferences and we share examples of
reading responses at parent-teacher conferences.

I use the data from the reading responses to plan

my reading lessons and discover which students
needs more support in writing about their
reading. I also use this information to help
students demonstrate growth in their reading and
identify areas that they need more focused work
in.

Differentiated- Since each student is writing

about their self-selected independent reading
books, they are automatically working at a
level that fits their needs. Students can also
challenge themselves by writing about more
aspects of their book.
Provides practice: Each time my students
write a reading response, they are practicing
thinking about and writing about what they
are reading in a meaningful and informative
way.
Opens a dialogue: I respond to my students
reading responses either through comments
on their writing or conferences which allows
me to connect with my students on a personal
level about their reading and discover more
about their reading habits and interests.

Grading- It takes significant time on my part

to read, comment on, and discuss reading
reflections with students.

CLASSROOM ASSESSMENT PROFILE

youre trying to complete the

assessment with individually
with 22 students while
keeping the rest of the class
engaged in meaningful
independent work.
Limited texts per level- There
are two texts available per
level which is fine for many
students, but some need the
same level a couple of
different times before moving
on to a more difficult text.
Also, some of the texts
assume background
knowledge that some of my
students dont havetherefore I have to be aware
of that when looking at their
comprehension of the text.

After the fact- While I use this as a formative

assessment in terms of their reading/writing
skills, it does occur after theyve completed a
book. Therefore, if theyve completely missed
the point of a book, this assessment is coming
too late for me to help get them on track.