Siena Reading Assessment Presentation

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A proposal to create more accurate ways to assess students' progress in reading.

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  • Siena Reading Assessment Presentation

    1. 1. Building Better Reading Assessments Leadership Summit 2010
    2. 2. Why is this important? <ul><li>We all want to: </li></ul><ul><li>Accurately measure our students’ progress </li></ul><ul><li>Guide teacher instruction </li></ul><ul><li>Who better to build a great set of reading assessments than us? </li></ul>
    3. 3. Standardized Tests and LD Students: “All for One and One for All”
    4. 4. WHY WILL THIS CHANGE THE WORLD? “The tests just don’t capture students’ reading ability”
    5. 5. What’s out there? From http://www.ldonline.org/article/Early_Reading_Assessment%3A_A_Guiding_Tool_for_Instruction <ul><ul><ul><li>Decoding </li></ul></ul></ul><ul><ul><ul><ul><li>ITBS </li></ul></ul></ul></ul><ul><ul><ul><ul><li>PAT </li></ul></ul></ul></ul><ul><ul><ul><ul><li>TPRI </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Test of Word Reading Efficiency (TOWRE) </li></ul></ul></ul></ul><ul><ul><ul><li>Fluency </li></ul></ul></ul><ul><ul><ul><ul><li>Curriculum Based Measurement (CBM) </li></ul></ul></ul></ul><ul><ul><ul><ul><li>DIBELS </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Gray Oral Reading Test IV (GORT - 4) </li></ul></ul></ul></ul><ul><ul><ul><ul><li>TOWRE </li></ul></ul></ul></ul><ul><ul><ul><ul><li>TPRI </li></ul></ul></ul></ul><ul><ul><ul><li>Reading Comprehension </li></ul></ul></ul><ul><ul><ul><ul><li>Degrees of Reading Power (DRP) </li></ul></ul></ul></ul><ul><ul><ul><ul><li>ERDA </li></ul></ul></ul></ul><ul><ul><ul><ul><li>GORT4 </li></ul></ul></ul></ul><ul><ul><ul><ul><li>ITBS </li></ul></ul></ul></ul><ul><ul><ul><ul><li>TPRI </li></ul></ul></ul></ul>
    6. 6. What needs fixing? <ul><li>Louise Spear-Swerling (Phd, Yale ’88), So. Ct. State University </li></ul><ul><li>Assessment of Reading Comprehension, September 2006 </li></ul><ul><li>http://www.ldonline.org/spearswerling/Assessment_of_Reading_Comprehension </li></ul><ul><li>Test scores compromised by underlying issues: </li></ul><ul><li>cloze format tests may tap word decoding skills more heavily </li></ul><ul><li>assessments that require students to write answers to open-ended questions may be tapping components of writing </li></ul><ul><li>a test with stringent time limits clearly will tap speed of reading </li></ul>
    7. 7. Louise Spear-Swerling’s recommendations <ul><li>Look for and use tests that are technically adequate . </li></ul><ul><li>If possible, use more than one test to assess reading comprehension performance. </li></ul><ul><li>Assess key component skills , and use the results of those assessments to interpret reading comprehension performance </li></ul><ul><li>Take everyday classroom performance into account. </li></ul><ul><li>Consider both current and upcoming grade expectations . </li></ul><ul><ul><li>a component weakness that appears to have little impact on comprehension in one grade – such as mild vocabulary deficits or slow reading – may have a much greater impact in subsequent grades. </li></ul></ul>
    8. 8. Siena Assessments ASSESSMENT PURPOSE FREQUENCY Informal Reading Inventory Comprehension and Decoding 2x year (beginning & end) Academy of Reading Comprehension 2x year (beginning & end) AIMSweb Fluency Fluency 3x year AIMSweb Maze Comprehension Monthly Phonographix Screening Blending Segmenting, Phoneme Manipulation Code knowledge 1x year (beginning) Wilson Decoding 2x year (beginning & end) Woodcock-Johnson III Fluency and Comprehension 1x year (end)
    9. 9. What are Leadership Summit Schools Using? <ul><li>Informal School Assessment </li></ul><ul><li>OG Level tests/quarterly assessments 4 </li></ul><ul><li>DRP (Degrees of Reading Power) in Middle School 3 </li></ul><ul><li>Woodcock Johnson III </li></ul><ul><li>Passage Comprehension subtest 3 </li></ul><ul><li>(too long bc of ceiling, hard for kids with word retrieval issues) </li></ul><ul><li>Woodcock Reading Mastery Tests </li></ul><ul><li>Parts (Word ID & Attack) 3 (Need updated norms!) </li></ul><ul><li>4 (too long to administer) </li></ul><ul><li>DAR (parts)                                    3.5, 3 </li></ul><ul><li>TOWR (whole )                                   3, 4 </li></ul><ul><li>WIAT-II </li></ul><ul><li>Pseudoword Decoding subtest 4 </li></ul><ul><li>Word Reading subtest 4 </li></ul><ul><li>Reading Comprehension subtest 4 (grades 3-4) </li></ul><ul><li>Rating: 2 for grades 5+ bc literal-- students can just repeat phrases from the text. </li></ul><ul><li>Notes: We see some funky scores result when students don't achieve a basal on the first </li></ul><ul><li>passage. Kids with expressive language issues may not do well. </li></ul>
    10. 10. What are we using, continued From http://www.wrightslaw.com/info/test.reading.htm <ul><li>Stanford Achievement Test </li></ul><ul><li>Reading Comprehension subtest 4 </li></ul><ul><li>Most closely approximates what students do in the classroom. We allow extended time </li></ul><ul><li>(even though this procedure is not permitted by the publisher) to get a better measure of </li></ul><ul><li>skill uncompromised by speed. NOTE: Content is very intimidating for students whose </li></ul><ul><li>reading levels are far below grade level. </li></ul><ul><li>Nelson Denny Reading Test </li></ul><ul><li>Vocabulary subtest 4 </li></ul><ul><li>Reading Comprehension subtest 4 </li></ul><ul><li>Fluency 3 </li></ul><ul><li>Note: It's relatively easy to fake a high score ; sustaining rapid reading rate for one minute </li></ul><ul><li>is one thing; sustaining it the entire test is another. </li></ul><ul><li>  </li></ul><ul><li>Also: GRADE (3.5), RAVE-O, LIPS, Gates, PLAN, C-TOPP (Elision, Segmenting Words, Wilson, </li></ul><ul><li>Phonographix screening, Academy of Reading, AIMSweb fluency, AIMSweb Maze </li></ul>
    11. 11. Key Comments <ul><li>&quot;Your survey sparked an interesting and necessary conversation regarding our own practices. No one test yielded a '5' because each test has some intervening variable that impacts interpretation of the score. Please note that ratings assume positive attitude, effort, and attention on the part of the student.” </li></ul><ul><li>WJIII &quot;When the content is clearly beyond students' knowledge base it has an intimidating effect on students (e.g., &quot;Oh, I don't know anything about the stock market; I really can't do this one&quot;).The ceiling rules can make the test a long one for our kids. Kids who have word retrieval issues may not do well.&quot; </li></ul><ul><li>&quot;We are in the very early stages of developing an informal oral reading fluency assessment.“ </li></ul><ul><li>&quot;We have also created in house oral fluency and silent reading speed measures, and writing speed measures. (unnormed). &quot;  </li></ul><ul><li>Your proposal, btw, was one of our top three, above our own!  I hope you get this going.... </li></ul>
    12. 12. How do we find the answer?
    13. 13. Why we can find the answer: <ul><ul><li>Our expertise, our leadership </li></ul></ul>
    14. 14. Why it’s worthwhile: <ul><ul><li>We might find a better test already out there. </li></ul></ul><ul><ul><li>If we develop something, it’s marketable! </li></ul></ul>
    15. 15. For our kids, let’s work together!

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