ASER-Reading-TOOL.pptx Reading Assessmnent

Reading
Assessment
(ASER Tools)
Annual Status of Education Report

Objectives:
•Not to ‘test’ the
child but to find out
what he or she could
do comfortably.

Objectives:
•Give the child time
to understand the
questions and always
be patient.

Objectives:
•Don’t prompt, but if
you feel the child is
making a careless
mistake, let him/her
read the question again.

Materials Needed:
1. Instructions
and
Flowchart
How to use the ASER tool:

Materials Needed:
2. Reading
Stimulus
How to use the ASER tool:

How should the
learner perceive with
the assessment?
A game to be
enjoyed rather than
a test.

Tell the child:
I would like to do
some reading
exercises with you to
help us understand
how you learn to read.
I am going to ask you
to read paragraph,
words, short story,
and letters out loud.

Tell the child:
This is NOT a
test and it will
not affect your
grades.

Tell the child:
If you would rather
not answer a question,
that’s all right.
Do you have any
questions?

If the child agrees to begin, continue
with the reading tools. The assessment
should take no longer than 10-15 minutes
per child.
If they decline, move on to Section 6 of
the CVS Detail form.

ASER-Reading-TOOL.pptx Reading Assessmnent

Reading Exercise Instructions
•Review the How to
Test Reading
Flowchart

• Ensure you have a copy of the
Enumerator Worksheet and
Story Comprehension and
Reading Definitions sheet

Questions Answered Correctly ( )
✓
Incorrectly ( )
✖
Question 1: What is the name of Pat’s Brother?
[Answer: Sam]
Question 2: How many children are in Pat’s family?
[Answer: three]
Question 3: Where does Pat live?
[Answer: Philippines]
Question 4: What do Pat, Sam, and Ana like to do?
[Answer: To read; to read stories]
Question 5: How often do the children go to town?
[A: once a week; every Saturday; on Sat]
Total Answered correctly
Story Comprehension Questions
After the student has read the story, take stimulus away and ask him/her to try to answer the questions below.
Read the questions to the child.

Definitions Mark ( ) child’s
✓
reading level
BEGINNER LEVEL - Cannot recognize 4 out of 5 letters chosen
LETTERS LEVEL - Correctly recognizes at least 4 out of 5 letters with ease
WORD LEVEL - Reads at least 4 out of the 5 words with ease
PARAGRAPH LEVEL
 Reads the paragraph text like she is reading a sentence, rather than a string of words.
 Reads the paragraph text fluently and with ease, even if she is reading slowly.
 Reads the paragraph text with 3 or less mistakes.
STORY LEVEL -
 Successfully completes Paragraph Level; and
 Reads the story text like she is reading sentences, rather than a string of words.
 Reads the story text fluently and with ease, even if she is reading slowly.
 Reads the story text with 3 or less than 3 mistakes.
 Answers 4 out of 5 questions (below) correctly.
Reading Level Definitions

• Provide the child with the Stimulus for Child and
ask him or her to read the Paragraph Section. Use
the How to Test Reading Flowchart to determine
where to go next.
• Mark each incorrect word with a slash [/]on the
Enumerator Worksheet. Count self-corrections as
correct.

Stay quiet, except when providing answers as follows: If the student cannot read
the word after 3 seconds, provide the missing word and encourage the child to
continue by saying: “Good effort. Please keep trying.” If you provided the
word, mark it as incorrect.
REMINDER!!!!!

• Continue on to the Story or Word Section depending on the child’s
ability to read the paragraph. Use the How to Test Reading
Flowchart to determine the next level.
• When you are finished with the Stimulus and the Story
Comprehension questions (if the child seems to be at Story Level),
review the Reading Level
Definition form to determine the Reading Final Level of the Child.
Then, enter it in the M&E Level 2 Life Stage 2 CVS Detail form of
the Child.
REMINDER!!!!!

ASER-Reading-TOOL.pptx Reading Assessmnent

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