Student assessment is a critical facet of education, that is usually used by teachers to determine instruction on a student. This is often through determination of a student’s baseline performance to assist in reviewing of their skills. Review of the needs is done through the assessments a student has undertaken. I will therefore be reviewing DCJ’s baseline performance, identify his strengths and weaknesses and inform instruction.
DCJ was tested in several areas that include: the knowledge of letters, awareness of phonemics, decoding, vocabularies, fluency in reading and in comprehension. In reading and decoding, DCJ showed a greater ability in most vowel-controlled words, but did not do well with consonant blends with short vowels. In the oral reading and fluency measure, DCJ got a score of 83 out of 100, denoting a relative ability to fluently read the words. His word count per minute was also between 74wcpm to 83wcpm. He also proved a strong student in comprehension reading as he scored well in all the four comprehension topics. DCJ performed averagely in Form 5A core vocabulary screening that needed him to match words with an additional word that meant the same thing.
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To improve on vocabulary screening and reading of consonant blends with short vowels, I will use two strategies. On the consonant blends, I will use the phonological awareness test that seeks to blend sounds into words and segmenting those words to create a speech sound. These speech sound-based skills will greatly improve his ability in reading consonant blends with short vowels. On the vocabulary screening, I will utilize the Degrees of Reading Power to analyze the entry and exit levels as perfect screener and to measure DCJ’s growth. This will then inform the teacher to begin with the DRP difficulty in the instructional materials. Identify other students who are able to read the difficult words well and those whose level of reading difficult words is still low.
