Orientation on Reading Assessment(1).pptx

Program Orientation
MARIBEN D. BERJA, Ph.D
CID Chief

Welcome
FE L.
SIBULO
Secondary Principal II

Division Memorandum No. 299, s. 2023
Orientation on the Reading
Assessment for Elementary and
Secondary School Learners

1. Pursuant to Division Memorandum No. 218, s. 2023 Re: Guidelines on
the Implementation of Reading Assessment in the Schools Division of
Camarines Sur under CAMSUR LN, and Regional Memorandum No. 363,
s. 2023, Re: Guidelines in the Administration of the Rapid Literacy
Assessment for Grades 4 – 12 Learners in Region V, this Office, through
the Curriculum Implementation Division, will conduct an Orientation on
Reading Assessment for Elementary and Secondary Learners at Pamukid
National High School on August 17-18, 2023, 8:00 PM to 5:00 PM.

2. The activity has the following objectives:
a. To ensure the continuous development of learners on their basic
learning skills, thus making them readers and writers at his/her
grade level.
a. To have one common understanding of the reading assessment
process and its reporting.
a. To realize the importance of assessment in the reading program.

Guidelines on the Implementation of
Reading Assessment in the Schools Division
of Camarines Sur under CAMSUR LN

In line with the implementation of the Learning Recovery
and Continuity Plan (LRCP) of the Schools Division Office of
Camarines Sur dubbed as RAISE: CAMSUR LN, this Office,
through the Curriculum Implementation Division (CID), shall
conduct the assessment of the learners on literacy on
monthly and quarterly bases this school year 2022-2023
and thereafter.

To ensure the continuous development of
learners on their basic skills, thus making them
a reader and a writer at his/her grade level and
efficient implementation of the assessment, the
specific Guidelines on the Implementation of
Reading Assessment in the Schools Division of
Camarines Sur are enclosed.

The Schools Division Office of Camarines Sur
directs all 45 districts to implement these
guidelines and provide the mechanism needed
for the smooth conduct of the reading
assessments.

Rationale:
An essential and crucial component of
instruction is administering various
assessments, which enables teachers to actively
participate in choosing the objectives of
instruction and the subject matter of learning
to be covered in the classroom. This
establishes baseline data as bases for
interventions to address learning gaps.

Literacy is one of the most important abilities a child can learn
since reading is the cornerstone of all academic learning. A
child’s success in school and life after childhood depends on
their ability to read, write and count. Hence, the Schools
Division Office of Camarines Sur aims to enhance literacy. The
division’s RAISE CAMSUR LN-Catch Them Early Program and
Catch-Up Program and the Department of Education’s flagship
“Every Child A Reader Program” serve as its pillars. These
programs aim to make every Filipino child a reader and writer
at his/her grade level.

The vital question, "Are my students learning?" is
answered via assessments, which offer crucial
information that aids teachers in making
decisions about what to teach and how to teach
it. With careful analysis of the reading
assessment results, teachers may make the most
of their time and concentrate on aligning goals
with instruction and content. The teacher and
the pupils both gain when an assessment is
closely correlated with instruction.

There are many types of reading tests, which can be
used for many other things. They come in several
forms and can be either official or informal. Since
they indicate both the student's learning outcome
(what they have learned) and preferred learning
method (how they learn best), they aid in our
analysis of the learner's performance, both
quantitatively and qualitatively.

The types of reading assessments mentioned are the
following:
1. BoSY and EoSY CRLA
2. Phil-IRI
3. FLAT

BoSY and EoSY
Comprehensive
Rapid Literacy
Assessment
(CRLA)

Informal reading inventories are made to give teachers
more information about a student's reading proficiency in
a particular passage so that they can tailor the lesson to
their needs (Rutlledge,1998). The underlying premise is
that a learner's approximate literacy abilities are best
demonstrated by how well he or she performs in authentic
reading and writing activities. This contrasts with formal
reading assessments, which are standardized and
frequently given to compare a student's performance to
that of other students (Weaver, 2014).

The Beginning of School Year Comprehensive Rapid
Literacy Assessment (BoSY CRLA) is used for Grades 1
to 3 to identify learners’ reading profiles.
Learners’ phonological awareness, alphabet knowledge,
decoding, and word recognition are tested in this
assessment.
The result of this assessment tool is used to design
appropriate reading instruction.

The End of School Year Comprehensive Rapid Literacy
Assessment (EoSY CRLA) is used for Grades 1 to 3 to
identify learners’ reading profiles such as Full
Intervention, Moderate Intervention, Light Intervention,
and Meets Expectations.
Oral Reading Fluency and Comprehension are tested in
this assessment.
The result of this assessment tool is used to design
appropriate reading instruction at the end-of-school-
year.

Philippine
Individual
Reading
Inventory

The Philippine Reading Inventory Assessment Tool is
intended as a classroom-based assessment tool to gauge
and analyze learners’ reading abilities. Classroom teachers
can create and deliver effective reading instruction using the
assessment's information. The inclusionary ideas that
emphasize the need for learner-centered, flexible, relevant
curricula and culturally aware education are embraced by
this diagnostic method to explain how children read. School
administrators will be able to develop more effective school
reading programs or activities with the assistance of the data
from the Phil-IRI assessment.

What is
Phil-IRI?
• a classroom-based reading assessment
• assesses the student’s interaction with print
orally and silently
• informs the classroom teacher the reading
performance of the students in terms of
their reading strengths and difficulties
• and helps the teacher design appropriate
classroom intervention

It is important to note that the Phil-IRI only provides an
approximation of the learner’s abilities and may be used
in combination with other reliable tools of assessment.
What is Phil-IRI?

What reading skills are diagnosed / assessed?
• phonics and word recognition
• fluency
• rate of reading
• listening/reading comprehension

Components of the Phil-IRI
• Group Screening Test
• Passages for Oral Reading: Filipino and English
• Passages for Silent Reading: Filipino and
English
• Comprehension questions

What is GST?
• The Phil-IRI Group Screening Test (GST) is a silently-administered test
in both Filipino and English in 30 minutes.
• Each tool is composed of a 20-item comprehension test based on a
set of leveled passages for each grade level covering Grades 3 to 6 in
Filipino and Grades 4 to 6 in English.
• The passages were written and selected based on concept load, level
of vocabulary used, sentence complexity, nature of themes and
cohesion.
• The objective of the GST is to identify students who need further
testing.

•Grades 2 to 6: 3 to 4 short passages in Filipino and a
20-item comprehension check
•Grade 3 to 6: 3 to 4 short passages in English and a
20-item comprehension check

Font Size Used for the Passages for each Grade Level
Grade/Reading Level Recommended Font and Size
Kindergarten to 1st Grade Comic Sans, Alfabeto Font Size 18
2nd Grade Comic Sans, Alfabeto Font Size 16
3rd Grade Comic Sans, Alfabeto Font Size 14
4th to 7th Grade Comic Sans, Alfabeto Font Size 12

The Phil-IRI Graded Passages (Sets A, B, C and D)
❑The Phil-IRI Graded Passages is an informal individualized assessment tool
used to record the student’s performance in oral reading, silent reading
and/or listening comprehension.
❑The Phil-IRI Oral Reading Test is administered in order to:
• identify the student’s miscues in oral reading;
• record the number of words that a student reads per minute; and
• find out how well a student understands the passage read.

The Phil-IRI Listening Comprehension
• The Phil-IRI Listening Comprehension is administered when the
student is identified as a nonreader.
• The purpose is to find out how well a student understands the
selection which will be read by the test administrator.
• Then the test administrator reads the multiple choice questions and
the student answers them orally.

The Phil-IRI Silent Reading Test
• The Phil-IRI Silent Reading Test may be administered after the Oral
Reading Test is conducted to further check the student’s
comprehension skill. This is an optional activity.
• The selections for Grade 2 to Grade 4 are narrative texts
• Those from Grades 5 to 7 are expository texts. The expository texts
in Filipino deal with Social Studies concepts, while those in English
focus on Science concepts.

PHIL-IRI Forms for Graded Passages

What materials are needed?
1. Group Screening Test Materials
1. Phil-IRI Graded Passages for one-on-one
administration – teacher’s copy and learner’s copy
1. Phil-IRI Form 3A: Markahang Papel ng Panggradong
Lebel na Teksto/Phil-IRI Form 3B: Grade Level Passage
Rating Sheet

c. Phil-IRI Form 4; Talaan ng Indibidwal na
Pagbabasa/Individual Summary Record (ISR)
c. Timer
c. Pen
c. Recording Device
REGINA M. QUIDIP
KINDERGARTEN
MASAYA - AM
MAGILIW - PM

Miscue
• a deviation or difference between what a reader says and the word in the
page (Goodman, 1973)
Common Miscues
1. Mispronunciation
2. Omission
3. Substitution
4. Insertion
5. Repetition
6. Reversal
7. Hesitation

• Mispronunciation – when a word or words is not
pronounced or read properly (pupil reads a word phonetically)
Text: The children played in the yard.
Reader: playeed
The children played in the yard.
Underline the text and write the phonetic spelling above it.

• Omission – when a word or words are omitted.
Text: Tony saw an enormous elephant in the
zoo.
Reader: Tony saw an elephant in the zoo.
Circle the omitted word.
Tony saw an enormous elephant in the zoo.

• Substitution – When one word is substituted for another.
Example:
Text: The big horse started to trot.
Reader: The big horse started to trot.
Write the word read directly above the correct word.
house
The big horse started to trot.

Insertion – When a word or words are inserted.
Text: His big sister is in school.
Reader: His big sister is in the school.
Indicate it with a caret at the point of intersection and the
word is written above the caret.
the
His big sister is in ^ school.

• Repetition – when a word /phrase is repeated.
Text: The red roses are in the lovely vase.
Reader: The red roses are in the in the lovely vase
Draw a line from the point at which the reader decides to retrace his
steps to the point the repetition begins.
The red roses are in the lovely vase.

• Reversal – when two words are reversed.
Text: The gardener is working in his vegetable garden.
Reader: The gardener is working in his garden vegetable.
• Use a proofreader’s symbol for transposition.
The gardener is working in his vegetable garden.

e. Compute the Word Recognition (WR) and Comprehension(C) scores
to identify the child’s reading level. If the child’s reading level is
Frustration or Instructional Level, do sub-step f. If it is
Independent Level, do sub-step g. The formula is as follows and
its interpretation:

• How many miscues were observed? What are these
miscues?
• How many minutes did it take the student to read
the passage?
•How many comprehension questions were correctly
answered?
Quantitative Analysis of the Oral Reading Test

No. of words in the passage: 65
No. of miscues: 15
65-15= 50 x 100 = 76.9%
65
% of words correctly read: 76.9%
Example:
Jenny’s Performance in Oral Reading

Computing Speed in Reading
Reading speed = No. of words read X 60
reading time in seconds
No. of words in the passage: 103
No. of minutes it took Pedro to read it: 1.5 mins. (90 seconds)
103 words read = 69 words per minute
90 seconds
Jenny’s reading rate: 69 words per minute

Computing for Comprehension
Comprehension= No. of correct answers
No. of questions
No. of correct answers: 4
Total no. of questions: 7
4/7 = 57
Jenny’s comprehension skill: 57%

Jenny’s Reading Profile
• Word reading score: 15 miscues= 76.9%:
Frustration
• Comprehension score: 4 out of 7= 57%:
Frustration
• Reading Rate: 69.5 words per minute
Jenny’s Oral Reading Profile: Frustration

Qualitative analysis
Does word-by-word reading
Lacks expression; reads in a monotonous tone
Voice is hardly audible
Disregards punctuation
Points to each word with his/her finger
Employs little or no method of analysis
Other observations
Behavior
while
Reading

What should the teacher do with
pupils like Jenny?

• to design or adjust classroom, small group or
individualized instruction in Reading
How should the PHIL-IRI result be used?

Stage 3: Analysis of reading difficulties and
planning for intervention

Reading Difficulty: Very poor word recognition
How does s/he try to decode a word?
How many miscues were recorded?
What type of miscues were made?
What kind of intervention should be done?

Examples of Intervention
•Phonological awareness
•Alphabet Knowledge
-identifying each letter of the alphabet
-sounding each letter (in MT or Filipino) or each
consonant (in English)
•blending the letters to form words
•Explicit instruction on word recognition

Reading Difficulty: Very poor fluency
• Can read each word but does word-by-word
reading
• Lacks expression in reading
• Disregards punctuation marks

If a pupil does word-by word reading,
does s/he understand what is being
read?
What kind of intervention should be done?

Examples of intervention
•Explicit instruction on word recognition
•Phrase/sentence reading
•Regular oral reading activity
•One-minute reading

Reading Difficulty: Very poor comprehension
• Very poor word recognition (PWR)
• Word –by-word reading (F)
• Does not understand most of the words (V)
• “Can read the whole passage but can’t
understand what is being read.” (C)

Examples of Intervention
•Development of listening comprehension
•Intensive instruction on word recognition
•Vocabulary development
•Regular oral reading activity followed by exercises on
comprehension
•Explicit instruction of comprehension skills

Planning for Intervention
1. Differentiated activity within a reading class.
2. Scheduling a special session outside the regular class:
a. small group among students of similar needs
b. individual student

The Egg on the Grass
Duck, Hen, and Bird are in the yard.
“I see a big round egg on the grass,” says Bird.
“It is not my egg,” says Hen. “My egg is in the nest.”
“It is not my egg,” says Duck. “My egg just hatched.”
“It is not an egg,” says Ben. “It’s my rubber ball.”

FUNCTIONAL LITERACY LEVEL
PERFORMANCE INDICATORS INTERPRETATION READING LEVEL
Fewer than 4 out of 5 letters Can read nothing 0
4 out of 5 Can read letters 1
4 out of 5 Can read common words 2
With no more than 3 mistakes Can read a paragraph of 4 simple sentences 3
With no more than 3 mistakes Can read a short story 4
2 out of 3 questions must be
answered correctly Can read and understand a story 5
2 out of 3 questions must
be answered correctly Can read and understand a local material 6
FLAT RATING SCALE

Regional Memorandum No. 336, s. 2023
The Rapid Literacy Assessment (RLA) determines the word
attack or decoding skills of the Grades 4 to 12 learners in
English and Filipino. These basic skills are necessary to
transition Key Stage 2 to 4 learners into successful readers.
Each grade level has two sets: The Pretest and the Post-
Test.

The RLA Pre-Test shall assist the teachers in profiling
the specific reading skills of learners in the previous
grade levels and implementing reading interventions
to address specific reading difficulties.

The RLA Post-Test reveals the learners’ progress in a
school year.
These assessment materials have undergone a
thorough content development process; quality
control of passages, phrases, and words; pilot
testing, and refinement before finalization.

The divisions are enjoined to orient elementary and
secondary school heads and teachers in the
administration of RLA and develop a division
dashboard that will consolidate the pre and post-
test results of the schools.

Results of the RLA should be carefully analyzed to
guide the division in implementing comprehensive
and directed reading intervention programs that are
appropriate to the needs of the Grades 4 to 12
learners with specific reading difficulties.

The Regional Office shall provide soft copies of the
RLA Tools to the 13 Schools Division Offices through
the division learning area supervisors in English, and
Filipino, copy furnished the division testing
coordinators.

In turn, the division supervisors shall provide schools with the
complete package of the RLA tools. The pre-test should be
administered within the first month of the school opening, while the
post-test should be made a month before the closing of the school
year. Specific guidelines in the administration of the RLA are
contained in Enclosure No. 1

General Guidelines:
There two sets of RLA tools that are available for utilization:
pretest and post-test, composed of the Teacher’s Copy and
Learner’s Copy for each set, in English and Filipino, which
should be both administered to the learners in Grades 4 to 12.

General Guidelines:
Prepare the materials ahead of time. The Teacher’s Copy must
be reproduced to the number of learners in the class. During
the assessment, the teacher must record the miscues (if any) of
each learner through marking, thus it is important that a copy
per learner should be made available. On the other hand, the
Learner’s Copy shall be reproduced only once and can be used
by the entire class.

General Guidelines:
Establish rapport with the learner prior to the actual conduct of
the reading assessment. Clear instructions should also be
given.

Specific Guidelines During the Literacy Assessment
Reading miscues should be carefully noted by the teacher. A
reading miscue happens when there is a difference between
what is on the page and what students say during oral reading.

Specific Guidelines During the Literacy Assessment
A reading miscue is significant when:
a. miscue changes the meaning of the sentence,
b. miscue does not make sense within the sentence,
c. the student skip the word, or
d. The student needs help with the word.
This tells us that a learner is struggling with decoding skills

The teacher can use the following markings, and should be written in the
Teacher’s Copy when miscues are heard/observed during the oral reading.
Miscue Marking
Last word word
Substitution
(misarticulation, non-word,
unsuccessful correction,
abandoned correct)
word
(option to write the word articulated)

Miscue Marking
Insertion
(word “read” but not in the
passage)
word
Omission
(word in the passage but not
read)
word

Miscue Marking
Repetition
(read word more than once) word
Reversion
(word or group of words not red
in order) 1 2

Scoring and Interpretation
Here is how the teacher should score the literacy assessment and how the results
will be interpreted.

SUMMARY:

WAYS FORWARD

TIME ACTIVITIES
Two weeks before the opening
of classes
Orientation-training of the reading assessment by the CID to the PSDSs, School
Heads.
Orientation-training of the reading assessment by the PSDSs/School Heads to the
teachers.
Enrolment Period Conduct the Rapid Literacy Assessment for Grades 4 to 12 Learners
Conduct the LRP Pre-Assessment for the Grades 1 to 3 Learners
(Optional: MFAT may also be conducted for the Grades 2 – 3 Learners who belong
to the Full Intervention)
First Week of the School Year Conduct Phil-IRI GST and the Graded Passages using Set A
Second Week of the School
Year
Submission of the result of the Rapid Literacy Assessment (Grades 4 to 12)
Submission of the result of the LRP Pre Assessment (Grades 1 to 3)
This table shows the schedule of activities concerning the administration of the
reading assessment tools this school year 2022-2023 and thereafter.

TIME ACTIVITIES
A month after the opening of the School
Year
Submission of the Phil-IRI GST and Graded Passages Result using the
prescribed Reporting Template.
After the 8th Week of the Learning
Recovery Curriculum Implementation or
based on the schedule indicated in the
Regional/Division Memorandum
Conduct the BoSY CRLA Grades 1 to 3 Learners
A Week after the conduct of the BoSY
CRLA
Submission of the BoSY CRLA to the link stated in the Regional/Division
Memorandum
Every month during the school year Conduct the Functional Literacy Assessment Tool to monitor the
progress of the Learners
This table shows the schedule of activities concerning the administration of the reading assessment tools this school year
2022-2023 and thereafter.

TIME ACTIVITIES
Second Periodical Test Conduct of Phil-IRI Silent Reading Test for the learners who passed the
Phil-IRI GST during the first week of the school year to monitor their
status.
Conduct Graded Passages Set B to the qualifiers in Phil –IRI Stage 2
A month after the Second Periodical Test Submission of the Phil-IRI GST and Graded Passages Result using the
Third Periodical Test Conduct of Phil-IRI Silent Reading Test for the learners who passed the
status.
Conduct Graded Passages Set C to the qualifiers in Phil –IRI Stage 2
A month after the Third Periodical Test Submission of the Phil-IRI GST and Graded Passages Result using the
This table shows the schedule of activities concerning the administration of the reading assessment tools
this school year 2022-2023 and thereafter.

TIME ACTIVITIES
3 weeks before the scheduled 4th quarterly
Examination of Grade 6, 10, and 12
Conduct of Phil-IRI Silent Reading Test for the learners who passed the
status.
Conduct Graded Passages Set D to the qualifiers in Phil –IRI Stage 2
Conduct the Rapid Literacy Assessment to Grades 6, 10 and 12.
Submission of the Graduation Proposal Attach results of the reading status of Grade 6, 10, and 12 in the
Graduation Proposal.
Fourth Periodical Test Conduct of Phil-IRI Silent Reading Test for the learners who passed the
status.

TIME ACTIVITIES
Fourth Periodical Test Conduct Graded Passages Set D to the qualifiers in Phil –IRI
Stage 2
Conduct of Phil-IRI Graded Passages Set D to Grades 1 to 3
Grade-Ready/Meets Expectation Learners
Conduct the Post Test RLA to Grades 4 to 12 Learners
A month after the Fourth Periodical
Test
Submission of the Phil-IRI GST and Graded Passages Result
using the prescribed Reporting Template.
Submission of the Post Test Rapid Literacy Assessment using
the prescribed Reporting Template

Results of the EoSY CRLA shall be the basis of grouping the
Grades 2 and 3 learners.

Orientation on Reading Assessment(1).pptx

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