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Coding a common noun repeated mistake w/o appeal Messages in this topic - RSS

FPUser172802
FPUser172802
Posts: 1


9/23/2021
FPUser172802
FPUser172802
Posts: 1
I would like to know how to mark a test if a student repeatedly says "basket" for "cart" every time. The student does not appeal. They just keep reading. Do we mark it as an error every time or do we tell them perhaps after the 2nd mistake? This will be the difference of them passing or not.
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Debbie Magoulick, Fountas & Pinnell Consultant
Debbie Magoulick, Fountas & Pinnell Consultant
Posts: 872


9/23/2021
FPUser172802 wrote:
I would like to know how to mark a test if a student repeatedly says "basket" for "cart" every time. The student does not appeal. They just keep reading. Do we mark it as an error every time or do we tell them perhaps after the 2nd mistake? This will be the difference of them passing or not.

This substitution is coded and scored as an error each time it is made. You can find this on the Coding and Scoring Errors at a Glance under multiple substitutions. Do not tell the word unless the student appeals for help.

The Reading Records are not a "pass or not" assessment. In a situation like this you must analyze/look "beyond the numbers" as described in the Assessment Guide. Multiple substitutions will affect the accuracy rate but you can still place a student in this level for instruction if you decide it is appropriate when analyzing and selecting goals from the Continuum. The assessment is to guide your instruction and this pattern of repeated errors is evidence of reading for meaning, but not monitoring visual information carefully. It is providing the evidence you need to select teaching goals and a level that is appropriate for teaching these goals. On p. 418 this crosschecking behavior is new at level B, these behaviors are still taught at level C with a slight shift in complexity- p. 424. Look at the other behaviors observed in finding the 3 levels of difficulty to decide which level is the best fit.

Best wishes!
Debbie
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