Assessments_Suralis_EDU 658


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Assessments_Suralis_EDU 658

  1. 1. Assessments Mary Suralis
  2. 2. Screening Assessments • Used to determine a starting point • Used to identify students who may need intervention • Should be quick and easy • Given at the beginning of the year or when they enter the school • Given to all students Examples Word-List Tests are used to determine decoding ability but may be misleading because they do not measure comprehension.
  3. 3. Examples Word-List Tests are lists of words that gradually increase in difficulty and are used to determine decoding ability but may be misleading because they do not measure comprehension. Oral Reading Fluency (ORF) Tests are valid measures used to screen ELLs for placement in special reading programs and can be used for native speakers as well.
  4. 4. Diagnostic Assessments • • • • Used to pinpoint problem areas Helps with designing intervention Can assess strengths and needs Used after a student does poorly on screening assessment
  5. 5. Examples Stanford Diagnostic Reading Test, Fourth Edition • Criterion referenced • Results in percentile ranks, stanines Early Reading Diagnostic Assessment • Criterion referenced • Used for early grades (K – 3) Concepts about Print Test (CAP) • Criterion referenced • Teacher and student do together • Also used for screening
  6. 6. Progress Monitoring • Periodic assessments • Usually informal • Determines if student is achieving the level of progress desired • Determines if there is a need to change the intervention, continue in the same direction or release the student
  7. 7. Examples Early Names Test • Used in assessing grapheme-phoneme knowledge • Scored with a matrix to pinpoint areas of need Running Records • Informal notes by the teacher • Records miscues in oral reading
  8. 8. Outcome Measurements • • • • • Summative assessments Determine adequate yearly progress Administered toward the end of the year Standardized, norm-referenced Help to identify school-wide areas of strength and need
  9. 9. Examples Oral Reading Assessment • Quickly identifies problem words • Uses running record style of assessing Vocabulary Flash Cards • Determine vocabulary knowledge • Used to determine future instruction
  10. 10. References Gunning, T. (2010). Assessing and correcting reading and writing difficulties. (4th ed.). Boston, MA: Pearson Education, Inc. Reutzel, D., & Cooter, Jr., R. (2011). Strategies for reading assessment and instruction: Helping every child succeed. (4th ed.). Boston, MA: Pearson Education Inc. U. S. Department of Education (n.d.). Best practice for ELL’s: Screening. Retrieved from Vogt, M. & Shearer, B. (2011). Reading specialists and literacy coaches in the real world. (3rd ed.) Boston, MA: Allyn & Bacon.