Data-Based Instruction and Assessment
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Marquetta Gibson
Marquetta Gibson_ Assessment Analysis Action Plan_SEC-516.docx
Summary
759 Words
Assessment Analysis Action Plan 1
Assessment Analysis Action Plan 2 Assessment Analysis Action Plan
State Reading and Writing Standard to Integrate into the Content Area
The proposed state reading and writing standard that will be integrated into the content
area is the New Jersey Language Proficiency Standard. This standard was designed by the New
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Assessment Analysis Action Plan
Marquetta Gibson
Grand Canyon University: SEC-516
May 11, 2021
Jersey Department of Education to comply with the No Child Left Behind Act, which requires all
children to gain language proficiency by improving their reading and writing skills. Such skills
go a long way in ensuring that all children understand and employ their knowledge of sounds,
letters, and words in written English in order to become independent and fluent readers.
Additionally, the standard provides mechanisms to allow students to write in clear, concise,
organized language that varies in content and form for different audiences and purposes.
Patterns and Gaps in Learning identified
There are several learning gaps that pose hindrance to the successful acquisition of
reading and writing skills for students. One such challenge is the gap between the student and the
text. For some students, learning is easy. However, the same may not be the case for immigrant
student, English Language Learner (ELL), and a student who speaks non-standard English
(Hetzel et al., 2007). The ELLs have, for example, have specialized literacy gaps that stem from
the incongruity between their home and school worlds. The gap between student and texts
comprises many problems that create barriers between the student and the comprehension of the
text, such as readability issues, background knowledge, interest, as well as language transfer.
Many factors may also affect the readability of a text. Readability refers to a formula for
calculating a grade level equivalent for a particular passage, which usually entails sentence
length, number of words, or syllables.
Supplemental Reading and Writing Resources
Assessment Analysis Action Plan 3 There are various reading and writing resources that educators can employ to support the
content areas. They include Bookshare, Center on Instruction, as well as Read to Lead. The Read
to Lead resource, for example, is an online resource that supports middle school learners to
improve their literacy skills. The platform provides games and hours of supplemental resources.
BookShire, on the other hand, is one of the world’s largest accessible digital libraries for
individuals with print and learning disabilities such as dyslexia. It provides free membership to
qualified US schools and learners. It also has more than 43000 textbooks, digital books, and
teacher-recommended readings to support children to succeed and enjoy reading and writing
independently.
Topic and Assessment Ideas
Three of the topics that will be incorporated into the learning program include
comprehension, vocabulary, and dictation. Comprehension is important in enabling students to
understand and interpret what they have read. This enables them to accurately understand the
written materials and decode what they have read to make connections between them and what
they already know. Vocabulary topic will focus on improving student’s capacity of acquiring
new terms in acquisition of language (Martinez et al., 2014). Vocabulary efficiency will enable
students to optimize their understanding of a set of words, which will be critical in boosting their
communication skills. Moreover, assessment will be critical in examining the extent to which
students have acquired the learning contents. This will be done using formative and summative
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assessment models. Formative assessment will, for example, include continuous assessment tests
and quizzes. Summative assessment will include end of term examination. Both assessments play
the role of gauging learner progress ( Wolf, Guzman‐Orth, & Hauck, 2016).
Providing Feedback and Working Collaboratively with Teachers
Assessment Analysis Action Plan 4 Feedback will be provided to students to highlight areas of progress and issues that
require correction. This will be done periodically in order to monitor students’’ progress and
determine the extent to which they have acquired knowledge. Educators must work
collaboratively with their peers by joining multi-disciplinary teams, which will seek to promote
knowledge sharing that will help to address existing and emerging learning concerns.
Assessment Analysis Action Plan 5 References
Hetzel, J., & Soto-Hinman, I. (2007). " The Three Literacy Gaps" and Title III of NCLB.
In Forum on Public Policy Online (Vol. 2007, No. 1, p. n1). Oxford Round Table. 406
West Florida Avenue, Urbana, IL 61801.
Martinez, R. S., Harris, B., & McClain, M. B. (2014). Practices that promote English reading for
English learners (ELs). Journal of Educational and Psychological Consultation, 24(2),
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verb acquire (get, develop): acquired get
128-148.
Wolf, M. K., Guzman‐Orth, D., & Hauck, M. C. (2016). Next‐generation summative English
language proficiency assessments for English learners: Priorities for policy and research.
ETS Research Report Series, 2016(1), 1-23.
