Reading Teacher (Grades K–12) Subtest 1

Subarea II: Assessment Tools and Practices

0004

Understand principles of test construction, and characteristics and purposes of various types of literacy assessments.

demonstrating knowledge of basic principles of assessment (e.g., making evidence-based decisions in planning and developing instruction; using multiple measures to guide instructional decision making; using ongoing, informal assessment to monitor student progress) and basic assessment concepts (e.g., validity, reliability, bias)
understanding different types and purposes of assessment (e.g., screening, diagnostic, progress monitoring, formative, summative), including how various assessments are used to track student progress by individual, class, cohort, and/or school
understanding the characteristics, uses, benefits, and limitations of different types of formal assessments (e.g., norm referenced, criterion referenced, standardized achievement, diagnostic, placement)
understanding the characteristics, uses, benefits, and limitations of different types of informal assessments (e.g., observation, checklist, retelling, reading inventory, teacher-made test, anecdotal record, miscue analysis, portfolio, writing in response to reading)
applying knowledge of appropriate strategies for communicating results of assessments to stakeholders (e.g., students, parents/guardians, colleagues, administrators)

0005

Understand how to select, administer, and interpret the results of literacy assessments.

applying knowledge of how to select and administer various formal and informal assessments, and demonstrating the ability to interpret the results of such assessments
applying knowledge of how to select and administer appropriate assessments in phonological and phonemic awareness, book-handling skills and concepts of print, letter recognition and formation, and letter-sound correspondence; and demonstrating the ability to analyze errors and interpret the results of such assessments
applying knowledge of how to select and administer appropriate assessments in phonics and other word identification skills and related spelling skills, and demonstrating the ability to analyze errors and interpret the results of such assessments
applying knowledge of how to select and administer appropriate assessments in fluency, and demonstrating the ability to interpret the results of such assessments
applying knowledge of how to select and administer appropriate assessments in vocabulary development, and demonstrating the ability to interpret the results of such assessments
applying knowledge of how to select and administer appropriate assessments in comprehension and comprehension strategies, and demonstrating the ability to interpret the results of such assessments
applying knowledge of how to select and administer appropriate assessments in writing, and demonstrating the ability to interpret the results of such assessments
applying knowledge of how to administer appropriate assessments to determine students' independent, instructional, and frustration reading levels; and demonstrating the ability to interpret the results of such assessments
applying knowledge of procedures used in the assessment of reading and/or writing difficulties and disabilities; and demonstrating the ability to interpret the assessment results for students struggling with specific literacy skills, students in need of remedial instruction, and students with reading and/or writing disabilities
applying knowledge of methods to assist colleagues with the selection and administration of appropriate assessments for individual students, and demonstrating the ability to help colleagues interpret the results of such assessments

0006

Understand how to use assessment data to plan and develop appropriate literacy instruction.

demonstrating the ability to use assessment results to plan appropriate differentiated instruction, interventions, and remediation for addressing students' needs in phonological and phonemic awareness, book-handling skills and concepts of print, letter recognition and formation, and letter-sound correspondence
demonstrating the ability to use assessment results to plan appropriate differentiated instruction, interventions, and remediation for addressing students' needs in phonics and other word identification skills and related spelling skills
demonstrating the ability to use assessment results to plan appropriate differentiated instruction, interventions, and remediation for addressing students' needs in fluency
demonstrating the ability to use assessment results to plan appropriate differentiated instruction, interventions, and remediation for addressing students' needs in vocabulary development
demonstrating the ability to use assessment results to plan appropriate differentiated instruction, interventions, and remediation for addressing students' needs in comprehension and the development of comprehension strategies
demonstrating the ability to use assessment results to plan appropriate differentiated instruction, interventions, and remediation for addressing students' needs in writing
demonstrating the ability to use assessment results to plan and provide instruction to students struggling with specific literacy skills, students in need of remedial instruction, and students with reading and/or writing disabilities
demonstrating the ability to assist colleagues with how to use and interpret assessment results to plan appropriate differentiated instruction, interventions, and remediation for students

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