Assessment does not always mean a test that is for a grade. It is just a way to see where students are in the process of learning a new concept. This is important for teachers to know where to begin and what the goal is for those particular children. Assessing the children every so often makes for a better learning experience for the children because from that information, the teacher can base that to know what goal to reach next. It shows what they know and what they do not yet.
IRI stands for Instructional Reading Inventory. This can show a few different aspects of how a student is reading. It shows their words correct, their fluency, expression, phrasing, and pace. The words correct is objective because the student either said the word correctly, or did not. The rest can be subjective to the teacher, even though there are scoring aids.
I have not actually done one yet in my field site, nor have I seen my teacher do one, but I have learned from class that this is a successful tool that teachers can use to set up goals for students individually. I will use these as much as I can when I have my own classroom because they are useful in knowing where each student is and where they need to be. It will help me narrow down the focus on specific goals for the students.
To go along with a story, at the third grade level, graphic organizers are a piece of assessment- not in test form- that shows what they know about what they are reading. Most of the time, they are used to assess comprehension asking about main idea and detail. This helps students organize their thoughts and it helps the teacher know where the students are as far as understanding main events in a story and what details support it.
My mentor teacher uses graphic organizers in both her whole lessons and small group lessons, and I think that it is successful in guiding the students to organize their thoughts and to see the connections within literacy. I have used one as well while introducing a persuasive writing activity. I used it as a brainstorming sheet for the children to arrange their strong arguments for the topic in a way that was organized and had purpose and flow.