Project
Toowm92
Assessment.pptxAssessments
Outcome Assessments
Purpose:
Provide a bottom-line evaluation of the effectiveness of a reading program
Outcome Assessments
What they can do:
Inform a school, district, or state about students’ performances in relationship to others in the country.
Identify subgroups of at-risk students.
What they cannot do:
Inform teachers about students’ instructional needs or response to instruction.
Screening Assessments
Determine those students who are at risk for reading difficulty and who will need additional in
Are given to all students at least three times per school year.
Are administered individually.
Are meant to be proactive in identifying students before they experience reading difficulty.
Help predict who is at risk for later failure on high-stakes outcome assessments.e those students who are at ris
Determine those students who are at risk for reading difficulty and who will need additional intervention.
Screening Assessments
What they can do:
Predict longer-term outcomes.
Efficiently identify students at some risk and at great risk.
Help direct resources to prevention.
What they cannot do:
Precisely diagnose why a student has difficulty.
Identify all skill areas to address.
Proportion of Students at Risk for Reading Difficulty
Best Predictive Measures
Letter naming
Phoneme segmentation
Letter-sound correspondence
Real-word reading (out of context)
Nonsense-word reading
Spelling by sound
Oral passage reading Fluency/Retell (Mid-grade 1 and beyond)
Maze passage reading (grade 3 and beyond)
Limitations of Screening Measures
Measures of vocabulary and oral language are not as predictive of reading disabilities, but many students will also have problems in these areas.
Diagnostic Assessments
1. The use of educational tests to inform instructional planning.
2. The classification of a handicapping condition or disorder, using medical, psychiatric, or special education professional guidelines.
Two meanings of “diagnostic”
Diagnostic Assessments
What they can do:
Support or refute screening results.
Indicate a student’s strengths and weaknesses and type of difficulty.
Point to specific targets for intervention.
What they cannot do:
Efficiently screen every student for risk.
Frequently monitor progress.
Diagnostic Assessments
A profile of strengths and weaknesses of selected individuals:
Phonemic awareness
Phonics
Spelling
Passage reading fluency
Language comprehension
Specific skill targets for instruction
Behavioral characteristics of the learner
Progress Monitoring
Frequently assess Response to Instruction and Intervention (RtII).
Include brief measures of critical skills.
Require multiple equivalent forms.
Are used with students below benchmark.
Progress Monitoring Assessments
What they can do:
Determine how effective a program or approach is in meeting a poor reader’s needs.
What they cannot do:
Provide information to compare students to each other.
Identify exactly what might need to be changed to improve progress.
Reliability
To have confidence in assessment, we would expect a similar score if students were tested:
• on a different day,
• by a different tester,
• on a minimally different set of items.
Reliability refers to the stability or consistency of test scores.
Validity
• Established by showing that the test agrees with or predicts scores on other accepted measures.
• Screening tests must have predictive validity.
Validity refers to evidence that the test measures what it is supposed to measure.
Efficient
• Takes a minimum amount of time to administer.
• Is not expensive.
• Data are easy to interpret and manage.
• Measures key reading skills.
• Provides a big pay-off relative to the usefulness of the information gathered.
Data Based Decision Making uses multiples sources of information.
Who needs help?
Why do they need help?
What kind of help do they need?
Is the help helping?
If not, what needs to be changed?
Uses Multiple Sources of Assessment in RTII Decision Making
Tier 1: 75%–80% of students Research-based, high-quality instruction with differentiation
Tier 2: 15%–20% of students Targeted small-group instruction for 30 additional minutes
Tier 3: 5%–10% of students Multiple supports, intensive intervention
All Students
Some
Few
