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Chapter 6 Formal Assessment of Reading: Individualized Assessment

Chapter 6 Formal Assessment of Reading: Individualized Assessment. Introduction. Development of Formal Reading Measures Types of Scores Administration and Scoring of Formal Tests Determining Chronological Age Individualized vs Group Tests

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Chapter 6 Formal Assessment of Reading: Individualized Assessment

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  1. Chapter 6 Formal Assessment of Reading: Individualized Assessment

  2. Introduction • Development of Formal Reading Measures • Types of Scores • Administration and Scoring of Formal Tests • Determining Chronological Age • Individualized vs Group Tests • What do individualized Norm-referenced Measures of Reading Look Like? • Test Bias • Selecting Formal, Individualized Instruments • Special Considerations for Formal, Individual Assessment of Adult and English Language Learners

  3. Test Development • Table of specifications (blueprint) (Figure 5.2) • Development version • Pilot or field testing • Standardization version • Norm sample • Representativeness of sample

  4. Figure 6.1

  5. Types of Scores

  6. Numerical Scales: Nominal, Ordinal, Interval, Ratio • Raw Score: Actual number correct, taking into account the basal • Derived Scores • Standard Scores: Z Scores, IQ Scores, T Scores, Scale Scores • Grade Equivalents, Age Equivalents • Percentiles

  7. Grade Equivalent Age Equivalent Grade-Based Norms Age-Based Norms As a Rule, Use Age-Based Norms to Determine Standard Scores Standard Scores-can Add and Subtract-Used for Comparisons Percentiles-Provides A Rank Order 1-99 Stanines-A Rough Gauge 1-9 Assessment Terms

  8. Text Box 6.1 Age and Grade Equivalents Age EquivalentGrade Equivalent 6-1 1.2 6 years, 1 month 1st grade, 2nd month

  9. Text Box 6.2 Percentile versus Percentage Misha Jesse Percentage 50 90 • Mastery Percentile 16 80

  10. Text Box 6.3 Contrasting StandardScores for Word Recognition and Reading Comprehension Mean = 100; Standard Deviation = 15 Word Reading Recognition Comprehension Shelby 85 84 Saimah 95 70

  11. Text Box 6.4 • Comparing IQ Scores with Reading Achievement Scores (Mean = 100; Standard Deviation = 15) Saimah Shelby Standard Score IQ 94 103 Reading Comprehension -70-85 24 18

  12. Administering and Scoring of Formal Tests

  13. Test Administration • Test Manual: Administration Instructions, Scoring and Norm Information, Reliability and Validity Data • Protocol • Calculation of Chronological Age • General Guidelines for Test Administration • Raw Scores • Establishing Basals and Ceilings • Derived Scores: Percentiles, Grade Equivalents, Standard Scores

  14. Determine chronological age Know start and stop rules Establish rapport with examinee Administer subtests according to directions Do NOT coach, prompt, or give feedback EXCEPT as directed in the manual Obtain raw scores-take into account basal and ceiling Obtain derived scores (standard scores, percentiles, etc. Test Administration

  15. Tips for Administering Standardized Tests • Text Box 6.5

  16. Figure 6.2. Sample Reading Subtests Showing Basal and Ceiling Rules

  17. Figure 6.3.Sample Excerpt from a Norm Table for an Individually Administered Reading Comprehension Test for Students Age 8 years, 9 months. Examiners calculate the raw score for the test, then look up derived scores (standard scores, percentiles, grade- and age-equivalents) based on the examinee’s chronological age.

  18. Determining Chronological Age

  19. Subtract Date of Birth from Current Date: 2016 06 22 - 2009 07 14 Calculation of Chronological Age Months always have 30 days and years (of course) have 12 months). Always double check your work.

  20. Standardized Diagnostic Testing • When to Use Diagnostic Tests • Instructional Level • Informal Instruments • Probes • Direct Measurement • Domains

  21. Individualized vs. Group Tests

  22. Individual versus Group? Individual Group Determine mastery of curriculum standards Determine if teachers are effective (value added) Controversial but happening! Accountability and general school planning May be less reliable for certain students • Special education eligibility • Determine goals and objectives for IFSPs, IEPs • Progress monitoring • May be more reliable for certain students

  23. Analyze test scores Are scores above average, average or below average? Do the scores yield any instructional information? Compile with other data Maintain confidentiality Is there a pattern of strengths and weaknesses? e. g. Areas of learning disability? basic reading, reading fluency, reading comprehension? Test Interpretation

  24. What do Individualized, Norm-Referenced Measures of Reading Look Like?

  25. Figure 6.4

  26. Figure 6.5

  27. Figure 6.6

  28. Figure 6.7

  29. Figure 6.8

  30. Figure 6.9

  31. Methods of Assessing Comprehension • KTEA-III • Reading Comprehension subtest • Picture identification, Answering questions • WIAT-III • Reading Comprehension subtest • Picture identification, Answering questions • WJ-IV • Passage Comprehension subtest • Picture identification, Fill in the blank • Reading Recall subtest • Silent reading followed by oral retelling

  32. Comprehension • Wechsler Individual Achievement Test (WIAT-III) • Reading Comprehension subtest • The examinee is required to read short sentences or passages and respond to comprehension questions

  33. Reading Comprehension Similar to WIAT-III

  34. Sample Maze Activity Norm-referenced tests are standardized (without/on/for) a clearly defined group, termed the (test/sample/norm) group, and scaled so that each (score/instrument/variance) reflects a rank within the (evaluation/reliability/norm) group. Psychologists have developed norm-(standardized/referenced/rated) tests to assess, for example, (height/attitude/intelligence), reading, mathematics, writing, etc. Although we (aren’t/are/is) fortunate in having a choice of (poorly/haphazardly/well)-standardized and psychometrically sound tests (without/above/with) which to evaluate children, some (numbers/tests/practitioners) do not meet acceptable psychometric standards. (Passage from Sattler, 2001)

  35. Nelson-Denny Reading Test • Comprehension • 7 reading passages • 38 comprehension questions • Literal and interpretive question types • 5 answer choices per question • 20 minutes

  36. Methods of AssessingVocabulary • WJ-IV: Reading Vocabulary • Synonyms, Antonyms, Analogies • Nelson Denny • Multiple choice

  37. Vocabulary • Woodcock Johnson - IV Tests of Achievement (WJ-IV) • Reading Vocabulary subtest • The examinee is required to orally state synonyms and antonyms for printed words and orally complete written analogies

  38. Reading Vocabulary Similar to WJ-IV Analogies Antonyms Synonyms

  39. Nelson-Denny Reading Test • Vocabulary • 80 items • 5 answer choices each • 15 minute time limit • Example • Which word best completes the opening statement? • A chef works with: A. bricks B. music C. clothes D. food E. statues

  40. Methods of Assessing Fluency • KTEA-III • Decoding Fluency subtest • Nonsense word list (timed) • Word Recognition Fluency subtest • Word list (timed) • WIAT-III • Reading Comprehension subtest • Reading timed passages • WJ-IV • Sentence Reading Fluency subtest • Reading sentences and marking whether statements are true or false (3 minute time limit) • Word Reading Fluency • Choosing two words that go together from an array of choices

  41. Fluency • The Test of Silent Word Reading Fluency-2 (TOSWRF-2) • Examinees are required to identify increasingly difficult words that have no spaces between them by drawing lines between the boundaries of as many words as possible within the time limit (3 minutes) • The Test of Silent Contextual Word Reading Fluency (TOSCRF-2) • Similar to TOSWRF-2 but examinee reads connected text of increasingly difficult graded passages

  42. TOSWRF-2: Example

  43. Nelson-Denny Reading Test • Reading Rate • Part of Comprehension Test • The examiner calls “Mark” after one minute has elapsed, and the examinees are asked to record the number to the right of their current line of text and continue reading.

  44. Methods of Assessing Phonics • KTEA-III • Nonsense Word Decoding subtest • Nonsense words • WJ-IV • Word Attack subtest • Nonsense words • WIAT-III • Pseudoword Decoding subtest • Nonsense words

  45. Phonics • Wechsler Individual Achievement Test (WIAT-III) • Pseudoword Decoding subtest • Requires the examinee to read aloud a list of nonsense words designed to mimic the phonetic structure of words in the English Language.

  46. Pseudoword DecodingSimilar to WIAT-III • heb • mib • fum • bim • pon • vun • dreeb

  47. Methods of Assessing Phonemic Awareness • KTEA-III • Phonological Awareness subtest • Rhyming, Sound Matching, Blending, Segmenting, Deletion • WJ-IV • Spelling of Sounds subtest • Rhyming, Deletion, Substitution, Reversal • WIAT-III • Word Reading subtest • Rhyming, Sound Matching, Blending,

  48. Phonemic Awareness • Woodcock Johnson Tests of Achievement (WJ IV) • Spelling of Sounds subtest • Requires the examinee to use rhyming, deletion, substitution, and reversal to manipulate sounds in words.

  49. Spelling of SoundsSimilar to WJ-IV • Rhyming: “What rhymes with go?” • Deletion: “Say cowboy without saying boy” • Substitution: “Change /s/ in sun to /f/.” • Reversal: “Listen to the sounds in the word pot - /p/ /o/ /t/. Now you say the sounds backward.”

  50. CTOPP-2 Durrell-2 ERDA-2 PAL-2 RW TOWRE-2 TERA-3 Other Measures that Assess Phonemic Awareness

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