The names test seems to be a viable way to assess sound-symbol understanding. However it seems so arbitrary, give a list of names and look at how a student interprets them. Probably good for listening / phonemic links and understanding. I really like miscue analysis, but I understand that there are no catchall assessments.

When it comes to the assessment of writing I have spent quite a bit of time thinking about how to keep it fresh for both students and myself. I need to find a rotation that allows for varied audience, genre and style that I can assess as we go. So far we begin the process with much excitement and anticipation (especially when I do a good job of modeling the result) and then begin only to stop 40 or 60 minutes later not yet finished.

I wonder about the use of the writing vocabulary assessment. I wonder if asking students to write all the words they know –thinking of my students- some will be mystified as to where to start, others will be deflated because of writer’s block. Maybe if one set it up as a competition or game at the writing station it could accomplish some modest goals. It would also be a decent beginning / middle / and end of year assessment.

Spelling analysis once again gives me cause for caution. I could see it as an added assessment which could be used when assessing writing assignments or as part of a test battery when a certain student has mystified a teacher or group or teachers.

Justin