Module 3: Assessment

Module 3: Unit 3, Session 2

MODULE 3: ASSESSMENT

Adolescent Literacy – Professional DevelopmentUnit 3, Session 2

Module 3: Unit 3, Session 2 2

Guiding QuestionsSession 2 Key Questions

What is screening and why do we do it?What is diagnostic assessment and why do we do it?What kinds of screening and diagnostic assessments can we

use?Session 2 Objectives

Participants will learn about the role screening and diagnostic assessment play in guiding instruction for struggling students and students with learning disabilities.

Participants will practice administering curriculum-based measurements for reading.

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Activity

Spend some time at the beginning of the session reporting out on the After the Session Activities from the last meeting.

Assessment Vocabulary Probe

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Screening

Screening is:For all studentsA quick assessment that gauges students’

skill levelIdeally conducted at the beginning of the

school year, and can be done periodically throughout the year

Usually focused on reading fluency

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Screening: Students At RiskScreening helps identify students who may need

extra or different instruction, or further evaluation.In addition to below average performance on

measures of reading fluency and/or reading comprehension, look at:Scores below “Proficient” on previous year’s MCASBelow average performance on other standardized

achievement testsTeacher reports

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Two Types of Screening

Curriculum-Based MeasuresTeacher-created passages gleaned from grade-

level textsScores interpreted in relation to school created

norms, or, more commonly, the guides provided by the Florida Institute for Reading Research

Standardized MeasuresCommercially availableNormed on large groups

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Activity CBM: Oral Reading FluencyThis is an example of a CBM (curriculum-based

measurement) for ORF (oral reading fluency) Assess each other.Reform into different pairs.Discuss the experience with a partner.

As a tester (What information do you get?)As a reader (How did this assessment experience

feel? How might it have felt if you performed differently?)

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Activity CBM: Maze Comprehension

This is an example of CBMMaze passages are selected and created from

grade-level textsAssess each other.Reform into different pairs.Discuss the experience with a partner:

As a tester (What information do you get?)As a reader (How did this assessment experience feel?

How might it have felt if you performed differently?)

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Divide into Two At-Risk Groups

• Scores on CBM Oral Reading Fluency are average or slightly below.

• Does not meet standards on MCAS/scores on maze measures may be below average.

Group 1

• Scores on CBM Oral Reading Fluency are significantly below average.

• Does not meet standards on MCAS/scores on maze measures below average.

Group 2

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Example Formal Measure

TOSWRF: Test of Silent Word Reading FluencyAges: 6–6 through 17–11Testing Time: 3 minutes for a single

form or 10 minutes for both formsAdministration: Group or individual The Test of Silent Word Reading

Fluency (TOSWRF) measures a student's ability to recognize printed words accurately and efficiently.

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Example Formal MeasureTOSCRF: Test of Silent Contextual

Reading FluencyAges: 7–0 through 18–11Testing Time: 10 minutesAdministration: Individual or Group Test of Silent Contextual Reading Fluency

(TOSCRF) measures a student's essential contextual reading abilities (i.e., word identification, word meaning, word building, sentence structure, comprehension, and fluency).

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Know What Data the Instrument Provides

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Targeted Screening/Diagnostic Information

Students whose scores on screenings put them at risk for poor academic performance must be further evaluated.The goal of screening is simply to highlight who is at risk. Screening does not guide instruction.

Close observation of student performance in class, and analysis of student work samples should always be part of this next level of evaluation.

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Diagnostic Information is Necessary

Reading difficulty can take a variety of forms. We must know where to begin instructing the student. Targeted assessment and close observation can provide the diagnostic information to guide instruction.What are the students specific areas of need in

reading fluency? In reading comprehension? In writing? In listening and speaking?

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Analysis of ErrorsExpertise in language components enable

assessors to analyze patterns of student errors to determine targeted areas for instruction. For example:Student skips words, phrases, or lines of text.Student omits prefixes or suffixes from words.Student misreads multisyllabic words.Student reads with little inflection or lack of

response to punctuation.

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Activity

Categorizing Reading ErrorsForm three groups. Using the handout, categorize the oral

reading errors from the example assessment.

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Informal Reading Inventory

Qualitative Reading Inventory – 5th editionInformal

assessment instrument

Similar to CBM but not CBM

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Receptive Language

PPVT-4 Peabody Picture Vocabulary TestAges : 2–6 through 90+ yearsAdministration: The PPVT-4

takes about 10 to 15 minutesThe PPVT-4 assesses oral

comprehension/vocabulary development.

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Receptive/Expressive LanguageCREVT-2: Comprehensive

Receptive and Expressive Vocabulary Test – Second EditionAges: 4–0 through 89–11 Administration: Individual;

takes 20 to 30 minutesCREVT-2 measures receptive

and expressive oral vocabulary.

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Phonological ProcessingLindamood Auditory

Conceptualization Test (LAC-3)Ages: 5–0 through 18–11Administration: Individual; 20-30

minutesThe LAC-3 measures an individual's

ability to perceive and conceptualize speech sounds using a visual medium.

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Phonological Processing

CTOPP: Comprehensive Test of Phonological Processing Ages: 5–0 through 24–11Administration: Individual; 30

minutes CTOPP assesses phonological

awareness, phonological memory, and rapid naming.

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Written LanguageTOWL-4: Test of Written Language

— Fourth EditionAges: 9–0 through 17–11Administration: Individual or

group; 60–90 minutesTOWL-4 identifies students who

write poorly, determines students’ particular strengths and weaknesses in various writing abilities, and documents students’ progress in special writing programs.

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Written ExpressionWPT: Writing Process Test

Ages: 8 through 19Administration: Individual; 45

minutesWPT is a direct measure of

writing that requires the student to plan, write, and revise an original composition. The WPT assesses both written product and writing process.

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Other Areas We Should Assess

CognitiveSkills and strategies

ExperientialPrior knowledge and lives outside

school

AffectiveMotivations and

attitudes

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On Literacy AssessmentOur assessments must inform us about student

characteristics, which can help us provide the most appropriate reading instruction and experiences.

The related cognitive, affective, and experiential domains “represent important and powerful aspects of student learning, and they must be addressed if we are to have any hope of meeting struggling adolescent readers’ needs.”

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The Affective Domain

Motivation to read Reading self-concept General motivational style Reading interests

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The Experiential Domain

Learning styles and thinking stylesPast school experiencesParental involvementCultural background and expectationsMental and physical health

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Activity

Take the Motivation to Read Profile Survey.

Pair up with a partner and engage in the Motivation to Read Profile Conversational Interview.

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For Next Time Read the assigned readings. Consider taking the online thinking styles inventory at

http://www.ldrc.ca/projects/tscale/ Determine one aspect of your school assessment plan that

needs work. Get information about one of the assessments mentioned and be ready to share out to the group about what the assessment tests, for what age group it would be appropriate, how long it takes, how much training is required, and the cost.

Create, administer, and score a CBM oral reading assessment and maze assessment to a group of students and come to the next session prepared to discuss what you learned.