The teacher is able to response to the learner based on their needs.
If a learner struggles in one area the teacher has the flexibility to pull another source in that
maybe more familiar to that learner and show more of what they actually know.

5. What information can be discovered about someone’s reading and writing?
Is the information gleaned generalizable to the classroom?

The OSELA allows teachers to gain information about a student’s knowledge of pre-reading
skills and reading. Some of these skills include how many letters and sounds a student can
identify, how many words a student can write,knowledge of print concepts such finding the
front and back cover of a book, ability to write a dictated sentence and reading fluency. This
information is specific to individual students and cannot be used to generalize the needs of a whole group.

6. What is the reference group? What criteria are used to evaluate and interpret scores?

The OSELA is scored using a raw score which translates into a stanine group. After each test is given, the
administrator finds the raw score and the student’s age, then a stanine group is given to correlate with
different age groups.

7. Affordances (What are the opportunities afforded by the use oft his type of assessment or
reasons to use it for particular purposes or with particular persons?)

An Observation Survey of Early Literacy Achievement provides a systematic way of capturing early
reading and writing behaviors. All of the tasks were developed in research studies to assess emergent
literacy in young children. It assesses skills in many areas from letter knowledge to running records, which
measure reading miscues. It gives the teacher a very clear detailed report on student strengths and
weaknesses. It is easy to access all the testing forms and instructions are clearly laid out.
The Observation Survey has sound measurement instruments: standard tasks, standard administration,
and real-world tasks to establish validity.

8. Issues (What are limitations, concerns, or reasons not to use it for particular purposes/persons?)

The issues in using this assessment tool include time restraint, consistency, and level of difficulty.
Obtaining all the data you need to sufficiently assess a student takes relatively a long time. You need
to plan at least three different sittings to complete the assessments. Consistency is relative in administering
this assessment. Since most of the work is based on observation, a lot of the data could be measured differently to
different teachers. It is a very individual, sensitive test that needs to be assessed from a neutral
position. The level of difficulty could be an issue when working with very young learners. If a child is still unable to
read, a majority of the assessments will be insignificant.

Kelsey Gift, Jennica Basler, Angie Hoogenstyn, & Abbey Tiffany


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