Which test works?

1. ELL students take a different kind of reading assessment. Which test works? Abby Boughton Shuford Elementary Third Grade

2. Background • I chose this topic because I thought my ELL students weren’t able to show comprehension by taking the selection test from the basal series. • Students were demonstrating comprehension and an understanding of the skills taught, but were showing low selection test scores.

3. Background • I would argue that we must find the required time, and effective instructional practices and tests, to develop the English literacy skill levels of obviously interested and interesting writers and readers like Aman (Toohey 2007). • Although reading achievement and reading attitude are not significantly related in the primary grades(2-3), both variables have causal paths to reading achievement in middle school(7) (Martinez, Aricak, & Jewell 2008).

4. Research Questions • What are the effects of different informal assessments on ELL students’ ability to demonstrate their reading comprehension? • What are the effects of different informal assessments on ELL students’ ability to demonstrate their achievement? • How are ELL students’ attitudes towards reading affected by using different forms of assessment?

5. Participants • 4 ELL students • 1 boy, 3 girls • 3 read on a third grade level, 1 reads on a second grade level • 3 of the 4 families speak all Spanish at home

6. Instructional Procedures • My study was conducted over a four week period. • Each week we read a new story from the basal series and focused on a new skill. At the end of the week they took the basal test as well as an alternate assessment. • I gave the same type of reading instruction to all my students during my 45 minute guided reading block each day using the Scott Foresman Reading Street series.

7. Data Collection • Student achievement • Reading grades • Reading comprehension • Student samples • Student survey • Students’ Attitudes • Rating scale survey • Parent survey

8. Data Collection • I kept student samples of the alternate assessment and compared them to selection test scores. • I surveyed each student after the study to find out which assessment they felt showed their comprehension ability best. • I looked at their overall reading grades from second nine weeks to third nine weeks. • I gave them a survey about the selection test from the basal at the beginning and at the end of the study. • I gave their parents a survey about what level they thought their child was on in their reading ability and reading interest.

9. Data Analysis • I recorded test scores on a spreadsheet and compared the data each week. • I shared and discussed scores with the students and the ESL teachers.

10. Results of Test #1

11. Results of Test #2

12. Results of Test #3

13. Results of Test #4

14. Survey About Basal Test Results

15. Survey About test choices

16. Parent Survey

17. Discussion • I found that the alternative assessments given didn’t show a big difference in students’ ability to show their comprehension. • It depends on the story, student background knowledge and knowledge of vocabulary the story presents. • The type of assessment didn’t show a significant difference in the students’ achievement level. • Assessments from the basal showed an accurate achievement level according to the questions and information presented.

18. Future Direction Next year I will try something else!?

19. References • Martinez, R., Aricak, O., & Jewell, J. (2008, December). Influence of reading attitude of reading achievement: A test of the temporal-interaction model. Psychology in the Schools, 45(10), 1010-1023. Retrieved February 20, 2009, from Education Research Complete database. • Parker, A., & Paradis, E. (1986, May). Attitude Development Toward Reading in Grades One Through Six. Journal of Educational Research, 79(5). Retrieved March 19, 2009, from Education Research Complete database. • Preciado, J., Horner, R., & Baker, S. (2009, February). Using a Function-Based Approach to Decrease Problem Behaviors and Increase Academic Engagement for Latino English Language Learners. Journal of Special Education, 42(4), 227-240. Retrieved March 19, 2009, from Education Research Complete database. • Toohey, K. (2007, December). Are the lights coming on? How can we tell? English language learners and literacy assessment. Canadian Modern Language Review, 64(2), 249-268. Retrieved March 19, 2009, from Education Research Complete database.