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Assessment Overview, 2005

Types of Assessment. Screening Diagnostic Progress Monitoring Outcomes. Screening Assessment. Purpose: To identify children in need of extra instructional supports. Diagnostic Assessment. Purpose: To determine student's specific instructional needs. Progress Monitoring Assessment. Purpose:

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Assessment Overview, 2005

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    2. Types of Assessment

    3. Screening Assessment

    4. Diagnostic Assessment

    5. Progress Monitoring Assessment

    6. Outcomes Assessment

    7. Other Important Characteristics of Assessments

    9. Key Characteristics of Struggling Middle School and Secondary School Readers (cont.)

    10. Underlying Processes Involved in Reading /Areas to Assess (National Reading Panel, 2000) This is a review slide.This is a review slide.

    11. Sample Tests—Group Comprehension This test has been specifically designed to address National Reading Panel and Reading First components.This test has been specifically designed to address National Reading Panel and Reading First components.

    12. Sample Tests—Group Comprehension (cont.)

    13. Vocabulary

    14. Sample Tests—Group Vocabulary This test has been specifically designed to address National Reading Panel and Reading First components.This test has been specifically designed to address National Reading Panel and Reading First components.

    15. Automaticity/Fluency Automaticity and Fluency OH’s and Activities: Script Objective: Develop understanding of the differences between automaticity and fluency and some ideas about how to address each one  ¨      OH—Definitions of Automaticity and Fluency—note particularly the difference between single word level and text level as well as the importance of fluency (automaticity and appropriate phrasing) for comprehension  ¨      Bridge to the next OH—Process for Developing Fluency—emphasize the importance of decoding skills as the basis for automaticity and fluency  ¨      Bridge to the next OH—Methods for Promoting Fluent Readers—note that this is at the Text Level—use to point out some different ways to develop fluency—note that these are all defined in the module and briefly point out some of them on the GRRM based lesson plan Penciling Strategy: Script   Materials: colored pens, OH of Stone Fox paragraph  ¨      Demonstrate penciling strategy using paragraph from Stone Fox  ¨      Put a dot at the beginning of the sentence and then dots throughout where you would like the student to pause—explain to teachers how they can use blank transparencies or sleeves to put over the pages.  ¨      Explain that there is no exact way that text should be broken—discuss some alternative ways of dividing it up (sometimes depends on the age of the student)  With the heel of his moccasin Stone Fox drew a long line in the snow. Then he walked * * ( * ) * * * back over to his sled and pulled out his rifle. * * *   Automaticity and Fluency OH’s and Activities: Script Objective: Develop understanding of the differences between automaticity and fluency and some ideas about how to address each one  ¨      OH—Definitions of Automaticity and Fluency—note particularly the difference between single word level and text level as well as the importance of fluency (automaticity and appropriate phrasing) for comprehension  ¨      Bridge to the next OH—Process for Developing Fluency—emphasize the importance of decoding skills as the basis for automaticity and fluency  ¨      Bridge to the next OH—Methods for Promoting Fluent Readers—note that this is at the Text Level—use to point out some different ways to develop fluency—note that these are all defined in the module and briefly point out some of them on the GRRM based lesson plan

    16. Automaticity/Fluency

    17. Sample Tests—Group Automaticity/Fluency Need to consider these tests in terms of factors around effectiveness and efficiency—which ones are norm referenced, individually administered, etc.Need to consider these tests in terms of factors around effectiveness and efficiency—which ones are norm referenced, individually administered, etc.

    18. Sample Tests—Individual Automaticity/Fluency These could be considered as more diagnostic in nature for children identified as “at risk” but selected subtests could be used for Screening and OutcomesThese could be considered as more diagnostic in nature for children identified as “at risk” but selected subtests could be used for Screening and Outcomes

    19. Word Study/Spelling 74% of children who are poor readers in the third grade remain poor readers in the ninth grade (Lyon & Alexander, 1996)

    20. Phonemic Awareness—effects on Reading and Spelling

    21. Orthographic Errors—Test of Written Spelling

    22. Objective: Case study analysis to apply information about phonemic awareness and orthography to normally developing child Trainer’s Script: This is an example of a rather precocious first grader attempting to spell words throughout the first grade year—probably at about 2-3 month intervals. Have teachers discover the following Main points through questioning: At the beginning of the year (first column), note minor phonemic awareness issues (akt, tgk, etc.) but generally pretty strong Second column: better PA (askt, r in flowers, etc.)—point out how hard “think” is (coarticulation of /n/ and /k/--where is tongue when you say /n/ generally—where is it in this word? Why?)—also point out the “ae” in “neat” as the beginnings of awareness of orthography Third column: exciting element here is the appearance of morpheme “ed” and the “n” in “think” Next two columns indicate increasing awareness of orthography with most words being spelled correctly by the end of the year (“ey”, “er”, “ou”)—think is still hard Objective: Case study analysis to apply information about phonemic awareness and orthography to normally developing child Trainer’s Script: This is an example of a rather precocious first grader attempting to spell words throughout the first grade year—probably at about 2-3 month intervals. Have teachers discover the following Main points through questioning: At the beginning of the year (first column), note minor phonemic awareness issues (akt, tgk, etc.) but generally pretty strong Second column: better PA (askt, r in flowers, etc.)—point out how hard “think” is (coarticulation of /n/ and /k/--where is tongue when you say /n/ generally—where is it in this word? Why?)—also point out the “ae” in “neat” as the beginnings of awareness of orthography Third column: exciting element here is the appearance of morpheme “ed” and the “n” in “think” Next two columns indicate increasing awareness of orthography with most words being spelled correctly by the end of the year (“ey”, “er”, “ou”)—think is still hard

    23. Sample Tests—Individual Word Study/ Phonological Awareness Need to consider these tests in terms of factors around effectiveness and efficiency—which ones are norm referenced, individually administered, etc.Need to consider these tests in terms of factors around effectiveness and efficiency—which ones are norm referenced, individually administered, etc.

    24. Sample Tests—Individual Phonological Awareness Need to consider these tests in terms of factors around effectiveness and efficiency—which ones are norm referenced, individually administered, etc.Need to consider these tests in terms of factors around effectiveness and efficiency—which ones are norm referenced, individually administered, etc.

    25. Individual children differ in their skills in these areas This is a review slide.This is a review slide.

    26. How to Establish Flexible Groupings

    27. This is a review slide from the conceptual Framework—necessary only to reorient them to where we are in the Core Content.This is a review slide from the conceptual Framework—necessary only to reorient them to where we are in the Core Content.

    28. Assessment Considerations

    29. Possible Flexible Groupings Based on Test Data

    30. Possible Flexible Groupings Based on Test Data

    32. Average to Good Readers

    33. Word Identification/Spelling Issues

    34. Comprehension Issues

    35. Both Word Identification/ Comprehension Issues

    36. ELL students with good reading in native language

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