© 2005, Dynamic Measurement Group1 IDEL™ Training: Administration and Scoring of “Fluidez en el Nombramiento de las Letras” (FNL) D ynamic M easurement.
Post on 14-Dec-2015
216 Views
Preview:
Transcript
© 2005, Dynamic Measurement Group
1
IDEL™ Training:
Administration and Scoring of“Fluidez en el Nombramiento de las Letras”
(FNL)
Dynamic
Measurement
GroupSupporting School Success One Step at a Time
© 2005, Dynamic Measurement Group
2
Fluidez en el Nombramiento de las Letras (FNL)
Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End Beg Mid End
Preschool Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade
FUP
FNL
FSF
FLO
FRO
FPS
© 2005, Dynamic Measurement Group
3
Fluidez en el Nombramiento de las Letras (FNL)
• Big Idea:
• Benchmark Goal:
• Assessment Times:
• NONE
• No Benchmark Goal; Use local norms
• Kindergarten:
Fall, Winter, Spring
First Grade: Fall
© 2005, Dynamic Measurement Group
4
Letter Naming is Added Measure of Risk
• No benchmark goal for Fluidez en el Nombramiento de las Letras.
• Serves as an indicator of risk in conjunction with scores on other IDEL measures.
• Use local percentiles to determine risk.
© 2005, Dynamic Measurement Group
5
Materials• Benchmark booklet
• Student materials, i.e., page of letters
• Clipboard
• Stopwatch
• Pen or pencil
© 2005, Dynamic Measurement Group
6
Directions for Administration
1. Place the page of letters (student materials) in front of the student.
2. Place the test booklet on clipboard and position so that the student cannot see what you record.
© 2005, Dynamic Measurement Group
7
3. Diga estas instrucciones específicas al alumno:Aquí hay algunas letras. Dime el nombre de tantas letras como puedas. Cuando yo diga ‘empieza’, comienza aquí (señale la primera letra a la cabeza de la página a mano izquierda) y continúa a través de la página (demuéstrelo con el dedo). Señala cada letra y dime el nombre de la letra. Si llegas a una letra que no sabes cómo se llama, yo te la digo. Pon el dedo en la primera letra. ¿Estás listo/a? (pausa) Empieza.
© 2005, Dynamic Measurement Group
8
4. Start your stopwatch.5. Follow along on the score sheet in the
test booklet. Put a slash (/) through letters named incorrectly (see scoring procedures).
6. At the end of 1 minute place a bracket (]) after the last letter named, say “para” and stop your stopwatch.
© 2005, Dynamic Measurement Group
9
Timing Rule for FNLContinuous for 1 minute
• Start the stopwatch after you say, “empieza”
• At the end of 1 minute place a bracket
(]) after the last letter name, say “para” and stop your stopwatch.
© 2005, Dynamic Measurement Group
10
If the student hesitates for 3 seconds on a letter, score the letter incorrect. Say the correct letter and, if necessary, point to the next letter, and say, “¿Qué letra?” This prompt can be repeated.
Wait Rule for FNL3 Seconds
LETTERSSTUDENT
SAYS PROMPT
SCORINGPROCEDURE
T L s U
I g W r
“t” (3 sec)
“I” “g” (3 sec)
“Diga ‘L’ (point to s)
¿Qué letra?”
“Diga ‘W’ (point to r) ¿Qué letra?”
t L s U
I g W r
© 2005, Dynamic Measurement Group
11
Discontinue RuleFirst 10 Letters
If the student does not get any correct letter names within the first 10 letters
(1 row), discontinue the task and record a score of zero (0).
© 2005, Dynamic Measurement Group
12
Prompting Rule• If the student provides the letter sound rather than the
letter name, say, “Recuerda decirme el nombre de la letra, no el sonido.”
• If the student provides the letter name in English rather than in Spanish, say, “Recuerda decirme el nombre de la letra en español, no en inglés.”
• Each of these prompts can be provided only once.
© 2005, Dynamic Measurement Group
13
Directions for Scoring
Slash (/) any letter that the child omits or names incorrectly.
© 2005, Dynamic Measurement Group
14
LETTERSSTUDENT
SAYS
SCORING
PROCEDURE
CORRECTLETTERS
T D s U
T D s U
“t…b…s…u”
“t…d…g…o”
T D s U
t D s U
3/4
2/4
Scoring Examples:Slash Incorrect Letters
SubstitutionsA letter is incorrect if the student substitutes a different letter for the stimulus letter (e.g., “B” for “D”).
© 2005, Dynamic Measurement Group
15
3/4
2/4
CORRECT LETTERS
t D s U
t D s U
“t…s…u”
“t…u”
T D s U
T D s U
SCORING
PROCEDURE
STUDENT
SAYSLETTERS
Scoring Examples:Slash Incorrect Letters
OmissionsA letter is incorrect if the student omits the letter.
© 2005, Dynamic Measurement Group
16
Note
Self Correct
If a student makes an error and corrects him or herself within 3 seconds, write “ac” (auto-corrige) above the letter and do not count it as an error.
© 2005, Dynamic Measurement Group
17
NoteSimilar Shaped Font
For some fonts, including Times, the upper case letter “I,” and the lower case letter L” are difficult or impossible to distinguish.
A response of either “i” or “ele” is scored as correct.
LETTERSSTUDENT
SAYS
SCORING
PROCEDURE
CORRECT
LETTERS
I D s l “i..D..s..l” I D s l 4/4
© 2005, Dynamic Measurement Group
18
NoteSkips Row If a student skips an entire row, draw a line through the row and do not count the row in scoring.
© 2005, Dynamic Measurement Group
19
LETTERSSTUDENTSAYS
SCORINGPROCEDURE
CORRECTLETTERS
r D s U “ele…de…ese…u” r D s U 4/4
NoteArticulation and Dialect • The student is not penalized for imperfect pronunciation due to
dialect, articulation, or second language interference. • Example: The student consistently says /l/ for /r/ and pronounces
“ele” for “erre” when naming the letter “R”.
© 2005, Dynamic Measurement Group
20
Final Scoring
• Add number of correct letters named up to bracket.
• Total number of correct letters named and write it in space provided.
• Transfer number of correct letters named to front of booklet (benchmark assessment). 26
© 2005, Dynamic Measurement Group
21
Accommodations for FNLSpecific to FNL
– Enlarge print– Colored overlays/close circuit TV– Braille– Use marker or ruler to keep place
top related