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Running head: ASSESSMENT EXPERIENCE RESULTS

Assessment Experience Report Results

Sarah Hunt

EDRL 442
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My tutee is in the second grade and he is 8 years old. He loves to read. His favorite types

of books to read are Fly Guy books, science, and history books. He likes to read about animals

the most. At home he reads with his older sister and mom. He likes to choose his own books to

read or suggest the types of books he will read. He thinks that reading is important and can be

fun.
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PSI- Primary Spelling Inventory Feature Guide

My tutee is in the second grade and he is 8 years old. He loves to read. His favorite types

of books to read are Fly Guy books, science, and history books. He likes to read about animals

the most. At home he reads with his older sister and mom. He likes to choose his own books to

read or suggest the types of books he will read. He thinks that reading is important and can be

fun.

Purpose:

“It assesses features found from the emergent stage through the within word pattern

stage. The PSI has been used widely along with the accompanying feature guide and is a reliable

scale of developmental word knowledge,” (Bear, 2016, p. 27).

Results:

Tutee scored 7/7 on Initial and Final Consonants, 7/7 on Short Vowels, 7/7 on Digraphs,

7/7 on Blends, 1/7 on Common Long Vowels, 5/7 on Other Vowels, and 3/7 on Inflected

Endings. This means that he is an early to middle within word pattern. He needs to work on

common long vowels like “ai, ea, oa, and igh.”

Reflection:

The PSI was really helpful to see what areas my tutee needed the most help on. It was

important to find out what areas in Phonics he needed help on. This assessment is connected to

knowing what words he can spell. He may know how to read the words that he misspelled, but
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struggle with spelling them correctly. The strengths of this assessment was to help analyze the

tutee’s areas of need in Phonics. It helped see that the tutee needs help with common long

vowels, other vowels, and inflected endings. It helped see that the tutee has mastered consonants,

short vowels, and diagraphs. The challenge is vowels for him. This is the area that he needs the

most help.

Teaching Strategy:

Based on the results of this assessment, I would use the strategy of doing word sorts.

Word sorts can help the tutee focus on the area that he needs the most help on. The word sort can

help the tutee recognize the word’s spelling and differentiate it from different words that are

common to them. An idea of a word study game would be Chunky Monkey. It should be given

with words that are on his level.

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High Frequency Survey (HFWKS)

My tutee is in the second grade and he is 8 years old. He loves to read. His favorite types

of books to read are Fly Guy books, science, and history books. He likes to read about animals

the most. At home he reads with his older sister and mom. He likes to choose his own books to

read or suggest the types of books he will read. He thinks that reading is important and can be

fun.

Purpose:

The purpose of this assessment is to see what is the student’s prior knowledge and ability

to use oral language skills upon demand (Cooter K., Cooter R., Flynt, 2014, p.3).

Results:

Tutee was able to recognize and read each word listed on the High-Frequency Word

Knowledge Survey except one. The word that his missed was “made”. He said mad. He

corrected himself and may have made the mistake due to trying to read too quickly. The student

had no trouble reading the words, except when he tried to read the words quickly. He did not

struggle.

Reflection:

The strengths of this assessment was that it was able to give data about my tutee. It gave

me data that showed that he had mastered all of the high-frequency words. It was easy to give

this assessment but I had to remind him to take his time and not rush through it. He may have

rushed through because it was too easy for him. I knew that he would master this assessment and
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that was the challenge. I did not feel the need to give the assessment to him. I was glad that I did

give him the assessment because it showed me that he needs to slow down when reading.

Teaching Strategy:

Due to how good my tutee did on the High Frequency Survey, I believe that there is no

need to teach a strategy for this area. He has mastered his High Frequency words. He should be

given something more challenging and reminded to slow down when reading.
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Flynt & Cooter Passages

My tutee is in the second grade and he is 8 years old. He loves to read. His favorite types

of books to read are Fly Guy books, science, and history books. He likes to read about animals

the most. At home he reads with his older sister and mom. He likes to choose his own books to

read or suggest the types of books he will read. He thinks that reading is important and can be

fun.

Purpose: The purpose of this assessment is to assess the tutee’s reading skills orally,

comprehension skills, and analysis of miscues (Cooter K., Cooter R., Flynt, 2014, p.4-10).

Results:

Tutee was given reading prompt for level five, Hot Shoes. Tutee read 100 words with a

total of three mistakes. 2/3 mistakes were mispronunciation/meaning and 1/3 was visual

mistakes. Tutee read “supero” in place of superior, “enter” in place of entire, and “Beeboop” in

place of Beebop. He used behaviors such as searching for clues and cross checking while

reading. He used word attack behaviors such as attempting to self-correct and sounding out. His

silent reading comprehension at a level 5 is too hard. 3 of the 8 questions were unaided

responses. A level 5 would be his frustration reading level. He answered 5 out of 8 correctly

which is a 62 percent. This puts his instructional reading level at a level 4 and his independent

reading level at a level 3.

Reflection:
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The strengths of this assessment was that it showed the difference in the tutee’s oral

reading level and reading comprehension level. It gave me data that I could use with selecting

books to buddy read and read aloud with him. It allowed me to be aware that he needs more help

with his reading comprehension. His challenge was comprehension. I believe that the tutee

struggles with comprehension due to the pacing of his reading. I believe that if tutee would learn

how to pace himself when reading that his comprehension may have some growth.

Teaching Strategies:

The strategy that I would use to help improve tutee’s reading comprehension is

prereading, reading, responding, exploring, and applying. Tutee will make predictions about the

text and I will ask about background knowledge related to the book he is reading. Next, I would

do a buddy read and look at the pictures in the book. After, I would discuss the reading with

tutee. Then I would reread part of the book and teach vocabulary. Lastly, I would have tutee

reflect on the reading experience. (Tompkins, 2017, p.47).

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