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Transcript of Dominie Assessment
Created by Diane DeFord
Susan Swindle and Beth Riggins
Describe the Instrument
Literacy assessment used to help teachers observe and record children’s progress in reading and writing in order to improve classroom instruction (DeFord, 2001)
Used to determine the level at which a student performs in the areas of reading, writing, spelling, phonics, phonological awareness
Available for grades K-5
Can be used for screening, diagnosis, and progress monitoring
Dominie literacy skills assessed are closely related with necessary classroom instruction (Kokkinis, 2006)
Allows a teacher to learn about individual student’s reading behaviors, skills, and strategies (“Dominie assessment”, 2007)
Results can be used to group students in order to teach necessary reading skills and strategies (Kokkinis, 2006)
Able to assess emerging readers through The Show Me Book (Stephens, 2013, p. 51)
Show Me Book
The time it takes to administer
Example: Dominie takes an average of 36 minutes to administer, which means if a class has 15 students it takes 9 hours each assessment period. When this assessment is given 3 times a year, that is 27 hours of assessment time. (Kokkinis, 2006)
Difficult to manage your class while administering the Dominie assessment (Kokkinis, 2006)
Teachers administer the assessment but do not use the data to enhance instruction and group students (Kokkinis, 2006)
DeFord, Diane. Reading assessment. Third ed. Carlsbad, California: Dominie Press, Inc., 2001. Print.
Kokkinis, Alicia. (2006) "Teachers’ perception and utilization of the dominie literacy assessment in grades K-3." Charleston County Schools. Charleston Country School District, n.d. Web. 24 Sept. 2013. <http://www.ccsdschools.com/Academic/AchievementAccountability/AssessmentEvaluation/ReportsStatistics/documents/CCSD_Teachers_Perception_and_Use_of_Dominie_July_2006.pdf>
"Dominie assessment.“ (2007) Parkway school district. N.p., n.d. Web. 23 Sept. 2013. <http://www.pkwy.k12.mo.us/CandD/CurriculumAreas/CommArts/documents/DOMINIEASSESSMENTGuidelines.pdf>
Stephens, Diane. Reading assessment: artful teachers, successful students. Urbana, Illinois: NCTE, 2013. Print.
Sentence Writing and Spelling
Assessing Oral Reading, Comprehension, and Fluency
Writing is analyzed by counting how many correct phonemes for each word
Spelling and phonemes are recorded and can be used for student instruction in the areas of reading and writing
Spelling is analyzed based on number of correct words, followed by partially correct words based on sound features (such as long vowel patterns, consonant blends, and plural endings)
Results can be used to plan instruction and small group lessons for students in the area of writing
Onsets and rimes from the recording sheet are checked for patterns or inconsistencies
Areas in which a student is lacking sound knowledge will be an area of focus for instruction
Oral Reading Assessment is recommended to be given 3 times a year when a student is on grade level. When a student is struggling, it is recommended to be given 4 times a year.
Spelling is given twice a year
Phonics is given twice a year
Sentence Writing and Spelling is given three times a year
Case Study Application
Dominie Oral Reading data was analyzed to form hypotheses going into our first sessions
An overall view of student's reading abilities was seen through this data, but it was still necessary for candidates to make their own observations, interpretations, and hypothesis before any "Pretty Sures" could be determined
Translation into Grade Level Equivalents