COCA Assessment System

The COCA assessment system differs from the QRI-5 in the sense that the COCA does not utilize word lists to define comprehension or reading passages in the conventional way. Instead, COCA uses an unconventional method of no words on a page to assess four different dimensions of informational comprehension through the use of vocabulary knowledge (V), the use of comprehension strategy (CS), comprehension of graphics in the context of text (GCT), and knowledge of informational text features (TF). In order to assess each of the four dimensions, questions and prompts are used by the instructor. 

Students are then instructed to answer some questions by stating a missing word in a sentence or provide an answer based on what he/she heard. Graphics or pictures on the page help students to figure out the answer. Scoring for this assessment ranges from 0 – 2. If a student has several 0’s on questions assessing informational text features (TF) such as table of contents, index, glossary, labels, or pronunciation guides, the instructor can then provide additional instruction for that student. If a student scores below a 1 on several questions pertaining to vocabulary words used in informational text, such as examine, observe, and kinds, instruction can be given to improve students comprehension in that area. So basically, with each dimension, the instructor can teach to improve a student’s skills or knowledge in that area.

The COCA assessment system is an effective tool to measure student informational comprehension early elementary graders such as first and second graders, who show signs of poor comprehension. Knowing that a majority of students have a more difficult time with comprehending informational text, COCA addresses these issues by concentrating on assessing the skills and strategies needed to improve comprehension. This is definitely a system I would like to utilize as a future educator to help struggling students.