2. Assessments to Facilitate Instruction
What does it take for a seamless integration of a
benchmarking and progress monitoring
system?
Assess the right things
Scale the measures for sensitivity and reliability
Make it easy for schools to use
Get teacher buy in
Align with important criterion measures
3.
4. Assess the Right Things:
Reading Measures
Early Literacy
• Phonemic Segmentation
• LN, LS
• WRF, PRF Gr. 2 Gr. 3-8
Literal 6 items 7 items
• Comprehension Inferential 6 items 7 items
Evaluative 6 items
5. Assess the Right Things:
Math Measures
NCTM Focal Point Standards
3 Focal Points per grade; each PM measure has
16 items aligned to a single Focal Point. Each
Benchmark measure has 48 items (16 from
each Focal Point).
6.
7.
8.
9. School Use
Benchmark data need to guide decision-making.
In many districts using an RTI framework, all
students get Tier 1 and 2; those scoring below
a particular percentile on the benchmark
and/or non-responders get Tier 3 instruction.
Instructional Decisions: who, what, when, how,
where, how often, with whom?
10.
11.
12. Teacher Buy-In
• Teachers need to input intervention info &
modify instruction based on findings.
• Selection of appropriate measure for the
individual student
– Current skill level
– Specific deficits
– Sensitivity to growth
– Aligned to intervention
18. Aligned to Other Criterion Measures
Upcoming studies: criterion-validity studies examining
relationship between benchmark measures and state
tests in reading and math.
Free site already open for use: http://easycbm.com
District site will be available for use starting in
September, 2009.
For more information: contact jalonzo@uoregon.edu
