Need Help with Revision. Pls see attached document with what was turn in. These are the comments made for the revision. All the assessments have been accurately identified as progress and/or diagnostic. Clarification is needed as many of the assessments have been marked as outcome and do not align with this assessment category. Also, more detailed explanations for why each assessment is an appropriate progress and/or diagnostic assessment is needed. A. Comments on this criterion: Reading logs and Rubrics have been accurately identified as progress as well as all the other assessments have been appropriately marked as both progress and/or diagnostic. Clarification is needed as all the assessments except for reading logs and rubrics have been identified as outcome and many of these assessments do not align with the specifications of an outcome assessment. B. Appropriateness Comments on this criterion: Explanations are provided for each assessment tool and thoroughly explain what each assessment evaluates. Please expand upon the discussions to clearly explain why each assessment aligns with the criteria of a progress and/or diagnostic assessment. Also, the discussion for why those assessments identified as outcome would align with this assessment category is limited and does not fully explain why these assessments provide outcome data. These are the instructions: Assessment is an important, ongoing process throughout the school year. It should be the guiding factor for curriculum decisions, planning, and instruction. There are many assessment tools available to teachers and schools today, so it is important to understand the purpose and value of each. Assessment falls into three main categories: Progress monitoring, which determines if students are learning at an adequate rate throughout the school year and provides the teacher with ongoing information to indicate whether a student will reach grade-level reading benchmarks by the end of the year Diagnostic, which is used to identify a variety of reading, language, or cognitive skills and is designed to give more specific information so that intervention can be applied strategically and judiciously Outcome, which evaluates the effectiveness of the instruction for meeting the goals for all students Task: A. Complete the attached Assessment Summary Chart to determine how each type of assessment (listed above) contributes to understanding student reading skills and abilities. Note: Some assessment tools can accomplish more than one type of assessment feedback. B. Explain (suggested length of 12 paragraphs) why each assessment tool is appropriate for reporting progress, diagnosing reading skills, or providing outcome data. C. Explain whether each assessment tool would be better used with individual students or administered to a group of students. D. When you use sources, include all in-text citations and references in APA format.

Need Help with Revision. Pls see attached document with what was turn in. These are the comments made for the revision. All the assessments have been accurately identified as progress and/or diagnostic. Clarification is needed as many of the assessments have been marked as outcome and do not align with this assessment category. Also, more detailed explanations for why each assessment is an appropriate progress and/or diagnostic assessment is needed. A. Comments on this criterion: Reading logs and Rubrics have been accurately identified as progress as well as all the other assessments have been appropriately marked as both progress and/or diagnostic. Clarification is needed as all the assessments except for reading logs and rubrics have been identified as outcome and many of these assessments do not align with the specifications of an outcome assessment. B. Appropriateness Comments on this criterion: Explanations are provided for each assessment tool and thoroughly explain what each assessment evaluates. Please expand upon the discussions to clearly explain why each assessment aligns with the criteria of a progress and/or diagnostic assessment. Also, the discussion for why those assessments identified as outcome would align with this assessment category is limited and does not fully explain why these assessments provide outcome data. These are the instructions: Assessment is an important, ongoing process throughout the school year. It should be the guiding factor for curriculum decisions, planning, and instruction. There are many assessment tools available to teachers and schools today, so it is important to understand the purpose and value of each. Assessment falls into three main categories: Progress monitoring, which determines if students are learning at an adequate rate throughout the school year and provides the teacher with ongoing information to indicate whether a student will reach grade-level reading benchmarks by the end of the year Diagnostic, which is used to identify a variety of reading, language, or cognitive skills and is designed to give more specific information so that intervention can be applied strategically and judiciously Outcome, which evaluates the effectiveness of the instruction for meeting the goals for all students Task: A. Complete the attached Assessment Summary Chart to determine how each type of assessment (listed above) contributes to understanding student reading skills and abilities. Note: Some assessment tools can accomplish more than one type of assessment feedback. B. Explain (suggested length of 12 paragraphs) why each assessment tool is appropriate for reporting progress, diagnosing reading skills, or providing outcome data. C. Explain whether each assessment tool would be better used with individual students or administered to a group of students. D. When you use sources, include all in-text citations and references in APA format.