Administration and Scoring of the QRI-6: Comprehension
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Retelling:
Analysis of Retelling:
Determining Reading Levels:
The retelling is not used to determine independent, instructional, and frustration levels but they can be used to gain valuable information which can guide instruction.
Ex. retelling components related to answers of inference questions may provide information for why the student didn't answer that question correctly.
After the student reads the passage and before answering questions, remove the passage and ask the student to retell the story as if they were telling it to someone who has never read it before. You may ask the student if they would like to say anything else and refer them back to the title, but no other hints may be given.
Scoring: compare clauses with those on the retelling score sheet. Place a check mark next to each clause the student includes in their retelling.
Independent: 90% or above
Instructional: 67%-89%
Frustration: below 67%
General Procedures:
Inference-Diagnostic Passages:
Can be used individually or in a group. Can be answered orally or written. Students tend to give an abundance of information for an answer, they may talk until they arrive at what they find to be an acceptable answer. You may ask a student to clarify or tell you more.
Allow you to assess students' ability to answer various forms of inferential questions in three different disciplines. Its purpose is to identify which forms of inference questions should be the focus for instruction.
Inference standards:
1. recognition of text evidence
2. identification of the central idea or theme
3. analysis of how and why individuals, ideas, and events develop and interact
4. interpretation of vocabulary meaning/figurative language in context
5. recognition of text structure
6. determination of point of view
Scoring
Guidelines:
- If extraneous answers do not contradict the correct answer, give the student credit
- If you are unsure about the accountability of an answer, mark it as incorrect (it is better to focus instruction on an inference type and find it is not needed than to assume instruction is not desirable when it is).
- If an answer is unintelligible, even if it addresses the question, mark it wrong.
- Do not accept answers that are based on prior knowledge. Answers must derive from information provided in the passage
- Only score on the basis of accuracy to the scoring key. Do not score on other writing mechanics such as spelling, sentence structure, punctuation, etc.
Assessing a student's comprehension:
- Students can read the passages orally or silently
- The student can be asked to retell the story they have read
- The student can be asked questions about the story they have read
The End
asking questions:
Procedure: Ask the questions and score them based on the provided suggestions
- Explicit questions: the answer comes from the passage. Used to assess whether the student can understand and remember information stated by the author.
-Implicit questions: the answer must be inferred by using clues in the passage.
Scoring: Answers should be scored either correct or incorrect, no half points should be given. Answers may be worded differently but still be correct. Explicit answers must come from the passage, not from prior knowledge. Implicit answers must be related to a clue in the passage.
Pre-primer passages do not have implicit questions.
Reference:
Leslie, L., & Caldwell, J. S. (2017). Qualitative reading inventory-6. Upper Saddle River: Pearson.