Read Oregon: An Oregon Collaborative for Improvement of Literacy

formerly known as CREADE
Collaborative Reading Education And Distance Education

ONLINE COURSE (Desire to Learn!)

READ 571: Principles/Methods of Diagnosis & Assessment: K-12 (3-cr)

Summer 2004, 2005, 2006, 2007, 2008, 2009, 2010, 2011
Fall 2013: 09/30/13 - 12/13/13

Rebecca Olien - Portland State University

Students in READ 571 will learn about
  • Assessment Models and Literacy theory
  • Planning and implementing all aspects of a literacy profile
  • Initial literacy assessment
  • Differentiation
  • Interest inventories and using results in assessment choices
  • Running Records and IRI
  • Decoding assessments
  • Fluency and accuracy assessments
  • Comprehension assessments
  • Analysis of results
  • Forming goals and planning instruction based on assessment analysis
  • Communicating results to parents and other stakeholders
  • Professional reflection
PREREQUISITES Graduate standing. Learners are assumed to be teachers with access to elementary and/or secondary students.
The course will be conducted entirely online. Assignments for the course will include:
  • Reading professional literature related to each of the course topics
  • Regular online discussion of practical applications of the course readings to the educational setting.
  • Administration, scoring, and interpretation/explanation of a set of literacy assessments focused at a grade level of the student's choice, including: early childhood, elementary, middle, secondary, or adult levels
  • Application of literacy assessment results to plan, evaluate, and/or revise effective instruction
STANDARDS This course supports the following International Reading Association's Standards for Reading Professionals (2010):
2.2 Candidates use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections.
2.3 Candidates use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.
3.1 Candidates understand types of assessments and their purposes, strengths, and limitations.
3.2 Candidates select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.
3.3 Candidates use assessment information to plan and evaluate instruction.
3.4 Candidates communicate assessment results and implications to a variety of audiences.
4.1 Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.
4.2 Candidates use a literacy curriculum and engage in instructional practices that positively impact students' knowledge, beliefs, and engagement with the features of diversity.
5.2 Candidates design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students' opportunities for learning to read and write.
6.2 Candidates display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors.
Learners will plan and create a literacy profile, research and use a wide variety of literacy assessments, and learn how to interpret results, communicate them to parents, and use them in planning literacy instruction.
CORE/ELECTIVE This 3-credit graduate course can be used to fulfill the 3-credit requirement in the Assessment thematic area in the 24-credit Reading Endorsement program, as 3 elective credits in the 12-credit Literary Education program, or for individual professional development. Please consult an advisor at your home institution about adding this course to your program.
INSTRUCTOR Rebecca Olien, PSU Instructor. Online course designer and education consultant. Experience includes 18 years elementary teaching, 9 years adult education and online course design, coordinator for museum of art and science museum. Educational materials author/developer. (BS, Michigan State University; MS, University of Wisconsin - Eau Claire, MET, Boise State University)
PreK-12 teachers and those seeking the Reading Specialist Endorsement.
Students should expect to spend approximately 9 hours per week for 10 weeks in course-related activities (e.g., reading the text and course materials, posting to discussion forums, completing written and teacher's classroom-based assignment). This course is online and does not require in-person attendance. Assignments are completed on the learner's time schedule and are due as posted.
TEXTBOOK A textbook is required for this course. Please check with PSU's ReadOregon program.
COST No course in the ReadOregon curriculum costs more than $359 per credit, including all fees, for students in the ReadOregon program.
CONTACT(S) For more details on this course, please contact Elizabeth Snyder at Portland State University.


For further questions about ReadOregon programs, email Bonnie Morihara or call 503-838-8413.

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