Context and Background

1. VT-Developmental Reading Assessment: An example of large-scale assessment during the primary grades • Brief summary of the assessment itself: context, development, nature of the assessment, results obtained, uses of results • Strategies used to increase the validity and consistency of scoring of the assessment • Continuing Challenges and Hindsight • Susan Carey Biggam, VT Department of Education, 1999

2. Needs for information about early reading success Early reading initiative Title 1: need for accountability in the lower grades Recent adoption of Framework/standards Educational context Task Force : 1996 Criteria used, added Explore DRA through Feasibility Study Advisory Board Development of Comprehension Scoring Guides: UVM team/NE Regional Lab Significant changes Context and Background

3. Unique Aspects of the VT DRA • Individually administered, standards based assessment of early reading • Designed to provide accountability information and to influence instruction • Continually shaped by research • Includes processes for quality control

4. % of students at five levels of proficiency -- two years (but not comparable at highest two levels because of changes in scoring criteria) beginning disaggregation increased focus by teachers on comprehension and fluency enhanced communication across grades, common expectations decreasing concerns about time, subjectivity What has been learned so far from the VT DRA?

5. Strategies Used to Increase the Validity and Consistency of Scoring of the Assessment • Involvement of educators: task force, advisory council, questionnaires, meetings… • Learning from results: refinement in scoring guides-- from audiotapes/transcripts, results from scoring, feedback from scorers; teacher judgement study in process • Rescoring Institute:consistency of scoring and administration, confidential feedback to teachers • Professional Development (led by pairs of trainers)-- for teams of primary-level educators: Modeling, guided practice, calibration. “New Folks” training plus annual update sessions • Communications with schl. administrators, public

6. Lessons Learned / Hindsight • Feasibility studies help. Buy time if possible. • For program-level assessment, encourage participation/ownership by as many program participants as possible (not just grade X tchrs.) • Standards help clarify the focus of the assessment : what is assessed VS what is not. • Teachers welcome efforts to strengthen consistency… fairness is a shared goal. • It’s hard work, and it’s important to build in sources of relief: food, humor, etc.

7. Balancing the need for stability of the data with the need for continued improvements to strengthen the assessment’s validity Walking the fine line between “state control” and “technical assistance” Helping schools/districts use other data sources for early reading as well, and keep in mind which standards are tapped by the VT DRA Perseverance -- both on the part of those managing the assessment and those administering it Continuing Challenges…. Issues

8. Resources Used • Developmental Reading Assessment. by Joetta Beaver, Upper Arlington Elem. Schools. Published by Celebration Press (imprint of Pearson Learning) • Technical assistance from Lipson, Mekkelsen & Mosenthal, research team from University of VT. Supported by funds from the Northeast and Islands Regional Lab at Brown University • Advice and technical assistance from a variety of resource people-- within VT and from other states

9. Vermont-Developmental Reading Assessment An example of large-scale assessment during the primary grades Susan Carey Biggam VT Department of Education September 16, 1999 CRESST conference, UCLA