Scoring and Administration AIMSweb Test of Early Literacy

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Scoring and Administration AIMSweb Test of Early
Literacy

• Letter Sound Fluency

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Acknowledgements

• Slides taken from AIMSweb presentations can be
  identified by the logo at the top. Some of the
  supplemental and practice materials were
  developed by Gloria Johnson.
• Organization of training materials were modeled
  after DIBELS Basic Training.

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Recommended AIMSweb Early Literacy Benchmark
Assessment Schedule
Kindergarten Kindergarten Kindergarten First Grade First Grade First Grade
Fall Winter Spring Fall Winter Spring
Letter Naming Letter Naming Letter Naming Letter Naming
Letter Sound Letter Sound Letter Sound
Phonemic Segmentation Phonemic Segmentation Phonemic Segmentation Phonemic Segmentation
Nonsense Words Nonsense Words Nonsense Words Nonsense Words Nonsense Words
R-CBM R-CBM
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Task Overview
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Administration and Scoring of Letter Sound Fluency

• What Examiners Need to Do . . .

• Before testing students
• While testing students
• After testing students

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Things You Need Before Testing Letter Sound
Fluency

• Specific Materials Arranged
• Student copy of Letter Sound Fluency (not
  numbered)
• Examiner copy of Letter Sound Fluency (numbered
  for easy scoring)
• Clipboard to provide a hard surface for
  recording student answers
• Stopwatch

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Things You Need While Testing Letter Sound Fluency
Standard Directions for 1- Minute Administration

• Place the unnumbered copy in front of the
  student.
• Place the numbered copy in front of you, but
  shielded so the student cannot see what you
  record.
• Say, Begin here, point to the first letter and
  tell me the sounds of as many letters as you can.
  If you come to a letter you dont know, Ill
  tell it to you. Are there any questions? Put
  your finger under the first letter. Ready,
  begin.
• Start your stopwatch. If the student fails to
  say the first letter sound after 3 seconds, tell
  the student the letter sound and mark it as
  incorrect. Point to the next letter and say,
  What sound?
• If the student provides the letter name rather
  than the letter sound say, Remember to tell me
  the sound the letter makes, not its name. This
  prompt may be provided once during the
  administration.

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Things You Need While Testing Letter Sound Fluency
Standard Directions for 1- Minute Administration
(Continued)

1. If the student does not get any correct letter
   sounds within the first 10 letters (1 row),
   discontinue the task and record a score of 0.
2. Follow along on your copy. Put a slash ( / )
   through letter sounds given incorrectly.
3. The maximum time for each letter is 3 seconds.
   If a student does not provide the next sound
   within 3 seconds, tell the student the letter
   sound and mark it as incorrect. Point to the
   next letter and say, What sound?.
4. At the end of 1 minute, place a bracket ( )
   after the last letter and say, Stop.

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Letter Sound Fluency Preview
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? Timing Rule Continuous for 1 Minute

• Start the stopwatch after you say, Begin.
• At the end of 1 minute place a bracket after
  the last letter sound produced and say, Stop.

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? Discontinue Rule First 10 Letter Sounds

• If the student does not get any correct letter
  sounds within the first 10 letters (1 row),
  discontinue the task and record a score of 0.

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? 3 Second Wait Rule

• 3 Seconds
• The maximum time for each sound is 3 seconds. If
  a student does not provide the next letter sound
  within 3 seconds, tell the student the letter
  sound and mark it as incorrect. Point to the
  next letter and say, What sound?
• (Tell, slash, point, What Sound?)

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? Prompting Rule

• If the student provides the letter name rather
  than the letter sound say, Remember to tell me
  the letter sound, not its name.
• This prompt may be provided once during the
  administration.

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? Directions for Scoring

• Follow along on your copy. Put a slash ( / )
  through letter sounds given incorrectly.
• Correct letter sounds are not marked.

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? Articulation and Dialect

• Articulation and dialect differences are not
  counted as errors.
• If student gives a correct response produced with
  his or her typical pronunciation, the response is
  scored as correct.

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What is a Correct Letter Sound?

• Students provide the most COMMON sound of the
  letter.
• Confused Is and Ls as a function of font
• Self Corrections

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Common Letter Sounds
a b c d e
f g h i j
k l m n o
p r s t u
v w y z
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Note Similar Letters

• Similar Letters ? and l
• Upper case?and lower case l are very difficult or
  impossible to distinguish.
• Either is scored as correct

Letters Student Says Scoring Procedure Correct Sounds
P I D S P I D S /p/ /i/ /d/ /s/ /p/ /l/ /d/ /s/ P I D S P I D S 4/4 4/4
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Note Self Correct

• Self Correct
• If a student makes an error and corrects the
  response within 3 seconds, write SC above the
  letter and do not count it as an error

Letters Student Says Scoring Procedure Correct Sounds
S B a K /s/ /b/ /a/ /h/no I mean K S B a K 4/4
SC
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Review What is an Incorrect Letter Sound?

• Substitutions of a different letter sound for
  the stimulus letter (e.g., /puh/ for /D/)
• Omissions of a letter sound
• Stops or struggles with a letter sound for more
  than 3 seconds
• Note Skipped Row. If a student skips an entire
  row, draw a line through the row. Skipped
  sounds are counted as errors.

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Error Substitutions

• Substitutions
• A sound is incorrect if the student substitutes a
  different sound for the stimulus letter (e.g.,
  /p/ for /b/).

Letters Student Says Scoring Procedure Correct Sounds
S B a k T V o W /s/ /p/ /a/ /k/ /t/ /u/ /o/ /m/ S B a k T V o W 3/4 2/4
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Error Omissions

• Omissions
• A sound is incorrect if the student omits the
  sound

Letters Student Says Scoring Procedure Correct Sounds
S B a k T V o W /s/ /a/ /k/ /t/ /o/ S B a k T V o W 3/4 2/4
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Group Practice B

c f j l k a o t s m

p I h f n p e l b z

a l s b k m w z I d

c f j l k a o t s m

p I h f n p e l b z

a l s b k m w z I d
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Letter Sound Fluency Lets Practice! 1
Say, Begin here, point to the first
letter and tell me the sounds of as many letters
as you can. If you come to a letter you dont
know, Ill tell it to you. Are there any
questions? Put your finger under the first
letter. Ready, begin.
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Letter Sound Fluency Lets Practice! 1
last sound produced 37 minus errors
11 score 26
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Letter Sound Fluency Lets Practice! 2
Say, Begin here, point to the first
letter and tell me the sounds of as many letters
as you can. If you come to a letter you dont
know, Ill tell it to you. Are there any
questions? Put your finger under the first
letter. Ready, begin.
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Letter Sound Fluency Lets Practice! 2
last sound produced 39 minus errors
14 score 25
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AIMSweb Test of Early Literacy

• Letter Sound Fluency
• Three Person Breakout Activity

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Checking Out Accuracy in Test Administration

• Standardization includes
• Administer and Score by the book every time for
  every child
• Read directions verbatim
• Time accurately
• Accuracy of Implementation Rating Scale (AIRS)
• Check Outs Observe each other giving the test
  and provide feedback with AIRS
• Inter-Scorer Agreement
• Shadow score and compare results.
• High agreement increases reliability
• Bottom Line We want to know that differences in
  student scores are a result of student
  performance, not differences in how the test was
  given!

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Checking Out Accuracy in Test Administration

• Accuracy of Implementation Rating Scale (AIRS)
• Observe and provide feedback
• during and after training to help insure accurate
  and consistent standardized testing

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Checking Out Accuracy in Test Administration

• Formula for calculating Inter-Scorer Agreement
• Agreements / (Agreements Disagreements)
  x 100
• Example
• - Two teachers score the same childs
  performance.
• - One teachers score 19. Other teachers
  score 20.
• They agree on 19, disagree on 1
• Agreements / (Agreements Disagreements)
• 19/20 .95
• .95 x 100 95