Reading Assessment: Getting Started Weber School District
September 3 & 4, 2009
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General Assessment Knowledge Types of Tests Unit of
Administration (individual vs. group) Purposes for Assessment
Screening Progress Monitoring Diagnosis Outcome Reporting Design
(norm-referenced vs. criterion)
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Understanding Outcomes Norm-Referenced Testing Percentile rank
Quartiles Standard Deviations Grade-level Equivalent Normal Curve
Equivalent Stanine
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Understanding Outcomes Norm-Referenced Testing
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Understanding Outcomes How should we interpret any score?
Actual Score + Error = True Score How should we interpret these
scores? Scaled Scores ? GLE ?
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What makes assessment good? Reliability Stability Internal
Consistency Inter-rater Alternate Forms
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What makes assessment good? Validity Construct Content
Predictive Concurrent Consequential
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When does assessment not qualify as good assessment? When is
assessment not designed and tested to assure reliability and
validity to some accepted degree? Examples of assessments that do
not meet these psychometric standards: Kid Watching Portfolios
Anecdotal Records
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Principles that should guide a comprehensive assessment plan
Principle 1:Classroom assessment should first and foremost inform
and improve teaching. Principle 2:Assessment procedures should help
teachers discover what children can and cannot do. Principle 3:
Every assessment should be selected with a specific purpose in
mind.
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Principles that should guide a comprehensive assessment plan
Principle 4:Classroom assessment should be linked to accountability
standards. Principle 5: Classroom assessments should allow teachers
to identify each childs zone of proximal development in reading.
Principle 6: Classroom assessments need to be reliable, valid, and
efficient preserving as much time as is possible for teaching and
learning.
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Accountability & Assessment
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Accountability is the lynchpin of reform. One cannot know what
to teach to whom without assessment data. Accountability
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Comprehensive Reading Assessment Problem: Unreliable and
untested assessments can actually misinform instructional
decisions. Solution: Use reliable and valid assessment tools and
procedures for differing assessment purposes.
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Comprehensive Reading Assessment: Federal Four Purposes Outcome
- Provides a bottom-line evaluation of the effectiveness of the
reading program in relation to established performance levels.
Outcome - Provides a bottom-line evaluation of the effectiveness of
the reading program in relation to established performance levels.
Screening - Designed as a first step in identifying children who
may be at high risk for delayed development or academic failure and
in need of further diagnosis of their need for special services or
additional reading instruction. Screening - Designed as a first
step in identifying children who may be at high risk for delayed
development or academic failure and in need of further diagnosis of
their need for special services or additional reading
instruction.
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Comprehensive Reading Assessment: Federal Four Purposes
Diagnosis - Helps teachers plan instruction by providing in-depth
information about students skills and instructional needs.
Diagnosis - Helps teachers plan instruction by providing in-depth
information about students skills and instructional needs. Progress
Monitoring - Determines through frequent measurement if students
are making adequate progress or need more intervention to achieve
grade-level reading outcomes. Progress Monitoring - Determines
through frequent measurement if students are making adequate
progress or need more intervention to achieve grade-level reading
outcomes.
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Purpose:To determine children who are likely to require
additional instructional support to succeed (predictive validity).
Purpose: To determine children who are likely to require additional
instructional support to succeed (predictive validity). When:Early
in the academic year or when new students enter school. When: Early
in the academic year or when new students enter school. Who:All
students. Who: All students. Relation to instruction:Most valuable
when used to identify children who may need further assessment or
additional instructional support. Relation to instruction: Most
valuable when used to identify children who may need further
assessment or additional instructional support. Screening
Assessment
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Progress-Monitoring Assessment Purpose:Frequent, timely
measures to determine whether students are learning critical
skills, concepts, and strategies. Purpose: Frequent, timely
measures to determine whether students are learning critical
skills, concepts, and strategies. When:At minimum three times per
year at critical decision making points. When: At minimum three
times per year at critical decision making points. Who:All
students. Who: All students. Relation to instruction:Indicates
students who require additional assessment and timely intervention.
Relation to instruction: Indicates students who require additional
assessment and timely intervention.
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Diagnostic Assessment Purpose:To provide specific information
on skills and strategy needs of individual students. Purpose: To
provide specific information on skills and strategy needs of
individual students. When:Following screening or at points during
the year when students are not making adequate progress. When:
Following screening or at points during the year when students are
not making adequate progress. Who:Selected students as indicated by
screening or progress monitoring measures or teacher judgment. Who:
Selected students as indicated by screening or progress monitoring
measures or teacher judgment. Relation to instruction:Provided
specific information on target skills; highly relevant. Relation to
instruction: Provided specific information on target skills; highly
relevant.
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Outcome Assessment Purpose:To determine level of proficiency in
relation to a norm reference population or a criterion. Purpose: To
determine level of proficiency in relation to a norm reference
population or a criterion. When:Typically administered at end of
year. Can be administered pre/post to assess overall growth. When:
Typically administered at end of year. Can be administered pre/post
to assess overall growth. Who:All students. Who: All students.
Relation to instruction:Provides index of overall efficacy but
limited timely information for instructional decision making.
Relation to instruction: Provides index of overall efficacy but
limited timely information for instructional decision making.
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Classroom Assessment: Screening Informal Phonics Survey DIBELS
Graded Word Lists Informal Reading Inventories Observation Survey
Leveled Books/Running Records
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Classroom Assessment: Screening DIBELS Fox in a Box
Phonological Awareness Screening Test
Out of Class Assessment: Diagnostic Woodcock Reading Mastery
Test Texas Primary Reading Inventory Basic Early Reading Assessment
CORE Phonics Assessment Woodcock-Johnson III Tests of Achievement
Kaufman Survey of Early Academic and Language Skills Test of Early
Reading Ability
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Out of Class Assessment: Outcomes Stanford 10 Stanford Reading
First Iowa Test of Basic Skills Gates MacGinitie Reading Test
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A Component-Based Assessment Model Phonological Processing
(words, syllables, rhyming, phoneme counting, blending, segmenting,
manipulation) Rapid Naming Ability Oral Language (Listening
Comprehension, Single word vocabulary, sentence completion,story
retelling) Alphabet knowledge (Letter-name knowledge, letter-name
fluency, letter name-sound knowledge, letter sound fluency)
Rathvon, N. (2004). Early reading assessment: A practioners
handbook. New York: Guilford Press.
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A Component-Based Assessment Model Concepts about print (book
handling, directionality, print not picture, etc.) Word reading
fluency (real words, nonsense words) Contextual reading fluency
Reading Vocabulary Comprehension Writing Motivation Rathvon, N.
(2004). Early reading assessment: A practioners handbook. New York:
Guilford Press.
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Reading Assessment: Drill Down Diagnosis Model Oral Language
Rapid Naming Ability Concepts about Print Letter Name Knowledge
Phonemic Awarenes s Phonics and Spelling Word Reading Fluent
Reading in Context Vocabulary Comprehension Strategy Selection and
Use Constructing Meaning
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Assessing Rapid Naming Test of Automatized Rapid Naming Colors,
numbers, pictures
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Assessing Oral Language DIBELS - Word Use Fluency Picture
Naming Test PPVT/EVT Fox in a Box Wechsler Individual Achievement
Test - II
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Assessing Concepts About Print Concepts About Print Test Fox in
a Box PALS TERA TPRI
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Assessing Alphabet Knowledge DIBELS Letter Naming Fluency
Observation Survey Letter Knowledge Fox in a Box Alphabet
Recognition and Alphabet Writing PALS recognition, sounds TERA TPRI
WAIT II
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Assessing Phonemic Awareness DIBELS Phonemic Segmentation Test
Yopp Singer Test of Phonemic Segmentation Fox in a Box Phonological
Awareness Literacy Screening (PALS) Phonological Awareness Test
(PAT)
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Assessing Phonics CORE (Consortium on Reading Excellence)
Phonics Survey
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Assessing Writing - Spelling Qualitative Spelling Inventory Fox
in a Box PALS PAT TPRI WAIT II Morris-McCall Spelling List
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Assessing Fluency Word & Nonsense Word Reading Graded Word
Lists Fry, Dolch, Zeno, San Diego Quick Assessment, etc. DIBELS
Nonsense Word Fluency Observation Survey Word Test Fox in a Box PAT
Test of Word Reading Efficiency
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Assessing Fluency Contextual Reading Accuracy DIBELS Oral
Reading Fluency Observation Survey Running Records Fox in a Box
PALS TPRI WAIT II
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Assessing Fluency Contextual Reading Fluency DIBELS Oral
Reading Fluency Observation Survey Running Records Fox in a Box
Gray Oral Reading Test PALS TPRI WAIT II
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Assessing Vocabulary Local Assessment ITBS Stanford 10 Stanford
Reading First
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Assessing Comprehension Skills Strategies Content Memory
Transfer
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Assessing Writing Expression Fox in a Box WAIT II
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Assessing Motivation Motivation for Reading Questionnaire,
Revised Version Reader/Writer Self Perception Scales Elementary
Reading Attitude Survey Interest Inventories
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Assessing Strategic Knowledge Burke Reading Interview
Meta-comprehension Strategy Index Reading Strategy Use Scale
Background Knowledge Assessment Procedure
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Connecting Assessment to Instruction Discrepancy/Deficit Model
Tiered Instructional Model RTI Model (Response to Intervention)
Differentiated Instruction Targeted Intervention
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Evaluating Your Plan of Assessment Are you getting the
information you need in your system, school, or classroom to plan
and provide effective instruction and other support? Do you have
individuals trained to provide assessment support? Have you
designed an assessment plan and schedule?
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D. Ray Reutzel, Ph.D. Emma Eccles Jones Endowed Chair Professor
Utah State University www.coe.usu.edu/ecc Presentations Button Left
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