Reading Assessment

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Reading Assessment

• Grades 6-12

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Introductions

• Robert Kohser
• Teachers are Role Models, not Scapegoats
• Exercise. Eat an apple every day.
• Display a Positive Attitude (NOT fake)
• Have a Hobby
• Dress Well
• Smile (perhaps not at first ?)
• Say hello their name

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Meet Your Classmates

• Name
• Graduated from
• What do you teach and where?
• What you like most about education.

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Expected Outcomes

• Know the four types of assessment
• Identify struggling readers
• Understand the scoring that is reported with
  standardized, norm-referenced tests
• Learn about the FCAT Sunshine State Standards
  Test and FCAT norm-referenced tests

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• Use the screening assessment to identify students
  in need of intervention
• Understand diagnostic and progress monitoring
  assessments.
• Understand the role of outcome measures in
  determining program and teacher effectiveness
• Measure students' learning gains with
  standardized, norm referenced tests.

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My Expected Outcomes

• Understand more about government imposed hoops
  and how you your students must jump through
  them.
• Learn how to accept the hoops and incorporate
  them into your existing, intellectually
  stimulating curriculum.
• Learn how to prevent our students from becoming
  standardized citizens still pass the
  standardized tests.

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The Four Types ofReading Assessment
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Screening Assessment

• Identify students at risk for reading difficulty
  and that need additional instructional support

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Diagnostic Assessment

• Guides teacher planning by providing in-depth
  information about students' skills and
  instructional needs.

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Progress Monitoring Assessments

• Determines if students are making adequate
  progress if they need additional support to
  achieve grade level reading skills

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Outcome Assessments

• Measures Program Effectiveness

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Think About It

• Take an 8 minute break
• Ask one person a goal they plan to reach during
  this lifetime
• Be able to tell us their name goal after the
  break

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Reaching GoalsVSEnjoying the Process

• Are schools more focused on reaching goals or
  enjoying the process of learning?
• Be sure to incorporate a focus on intellectually
  stimulating material into your FCAT preparation.
• Getting there is half the fun.
• Do we think this way?

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Road Rage Statistics

• 72.84 of drivers tailgate another driver to
  encourage them to speed up go faster.
• 80.50 use obscene gestures with other drivers.
• 72.67 feel angry when another motorist does
  something stupid.
• Stats taken from an 11,000 person survey on
  roadragers.com.

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Reading assessments that are used
forscreening,diagnosis,progress
monitoring,and program outcomesshould do the
following
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• Measure Important Beginning Reading Skills
• Phonemic awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
• Suggestions
• Reading aloud
• Vocabulary / Spelling Quizzes
• Comprehension Questions

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• Measure Student Performance Consistently
• Suggestions
• Weekly Quizzes
• Unit Tests
• Semester Exams
• Attempt to mimic standardized test layout and
  design

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• Provide sufficient information to assess whether
  the student is at-grade level by providing a
  normative sample.
• Standardized tests frequently given to entire
  grade levels with feedback regarding rank.
• These concepts promote competition
• Americans, seemingly by definition, are
  competitivewith a twist of Jerry Springer.
• Now, TV is about being voted off.

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Steal Their Style

• SAT
• http//www.collegeboard.com/splash
• FCAT
• http//www.firn.edu/doe/sas/fcat.htm
• FCAT HOMEPAGE gtgt

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In conclusion

• Reading Assessments should
• Measure Beginning Skills
• Be Consistent
• Determine Grade Level

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Screening Assessment

• Purpose To identify students needing additional
  or substantial instructional support and
  intervention in order to achieve grade level
  outcomes.
•  (yeah, the lowest possible performing kids wont
  mind being pointed out)
• Essential characteristic Must have predictive
  validity!! Must identify students who are likely
  to experience reading difficulty.
• Read Page 7 Aloud

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Types of Scores Reported onStandardized,Norm-Ref
erenced Tests
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Raw Score

• A raw score represents the number of items a
  student got right on a test.
• This score tells nothing about the student's
  performance in comparison to others or grade
  level objectives.

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Scale Score

• Scale scores are converted raw scores that use a
  new scale to represent levels of achievement
  (typically a 3-digit number).
• Different for different tests.
• Form an equal interval scale that is continuous
  across grade levels and test forms for the same
  test battery.
• This score enables you to measure increases in
  student learning during the school year and
  across grade levels.
• The score of choice when reporting group averages
  and changes over time!

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National Percentile Rank (NPR)

• Gives the percentage of students in the norm
  group whose score falls below an individual
  student's score.
• For example, an NPR of 89 indicates that a
  student did better than 89 percent of the norming
  group.
• This score tells you how this student compares to
  all other students at this grade level at the
  same time of year.

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Normal Curve Equivalent(NCE)

• Normal curve equivalents are like NPRs in that
  they are a comparison and their 1, 50, and 99
  points are the same.
• Unlike NPRs, NCEs are an equal interval scale and
  can be used to measure gains in student learning
  across different forms and grade levels of the
  same test battery.

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Stanines

• Stanines are like NPRs and NCEs in that they too
  are a comparison measure.
• Stanines are an equal interval scale, but divide
  achievement into nine broad bands.
• These scores are useful for thinking about a
  student's relative standing as compared to a
  group.

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The Florida Comprehensive Assessment
Test Measures Students' Achievement of Grade
Level Standards (A Little Insider Trading)
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FCAT CRT Reading Achievement Levels
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At Grade Level

• Read pg 12 Aloud

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Using yourFCAT Dataas aScreening Measure

• Read pg 13 Aloud

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Screening is only valuablewhen followed
byinstructional interventionto assist students
in achieving grade level reading outcomes.
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Instructional InterventionSuggestions

• Computer Learning (Web Software)
• Mail Home Packets (Lessons Progress Reports)
• Suggested Reading Lists (Magazines Books)
• Specialized Classes

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Instructional InterventionContinued

• What do the kids like?
• What do they really like?

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The Matrixcorrelates withFahrenheit 451

• Instructional InterventionContinued

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Instructional InterventionContinued

• Make School Relevant
• Career-Based Everything
• Banking
• Automotive
• Real Estate
• Web Publishing
• Read Up-to-date literature
• Cleverly incorporate the classics
• Sex Sells STILL
• Have things changed all that much?
• Technology
• PDAs, Smartboards, Cell Phones
• Internet Access Everywhere
• Students MUST assume responsibility for their
  actions

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Curriculum-Based Screening

• Cloze Procedure
• ( you try it)

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Diagnostic Assessments

• Read pg 20 Aloud

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The List of Diagnostic Instrumentspage 21

• (DAR) Diagnostic Assessment of Reading
• (GORT-4) Gray Oral Reading Test-4
• Yopp-Singer Test of Phoneme Segmentation
• (CTOPP) Comprehensive Test of Phonological
  Processing
• (TOWRE) Test of Word Reading Efficiency
• (SRI) Scholastic Reading Inventory
• (PPVT-III) Peabody Picture Vocabulary Test-III
• (EVT) Expressive Vocabulary Test
• (WDRB) Woodcock Diagnostic Reading Battery
• (WRMT) Woodcock Reading Mastery Test

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Progress Monitoring Assessments

• Read pg 22 Aloud

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Outcome Assessments

• Read pg 25 Aloud

Examples FCAT CRT NRT Gates MacGinitie
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Measuring Program Outcomes

• Guiding Questions
• Plus You Try It