Assessments for Secondary Students.ppt [Read-Only]

1 Assessments for Assessments for Secondary StudentsSecondary StudentsPrincipalPrincipal s Leadership Conferences Leadership ConferenceRandeeRandeeWinterbottomWinter bottomPat HowardPat HowardFlorida Center for reading ResearchFlorida Center for reading ResearchJune 2005 June 2005 ObjectivesObjectives To assist principals toTo assist principals purposes for reading Understand purposes for reading assessmentassessmentzzKnow the four types of assessmentKnow the four types of assessmentzzKnow what skills may need to be Know what skills may need to be assessedassessedzzHave an overview of the Secondary Have an overview of the Secondary study on progress monitoring toolsstudy on progress monitoring toolszzLearn about oral reading passages Learn about oral reading passages for next yearfor next yearzzBecome familiar with commonly Become familiar with commonly used Secondary assessmentsused Secondary assessmentsWhy Assess?

2 Why Assess? Collect data to determine Collect data to determine problems and make decisions problems and make decisions about studentsabout students May be formal or informal and May be formal or informal and conducted through a variety of conducted through a variety of methods:methods:zzRRecord reviews ecord reviews zzIInterviews nterviews zzOObservationsbservationszzTTestingesti ngFour Types of Assessments Four Types of Assessments ScreeningScreeningFirst Alert First Alert which students may need extrawhich students may need extraassistanceassistance Progress MonitoringProgress MonitoringIs the child making adequate progress towards Is the child making adequate progress towards reading goals?

3 reading goals? DiagnosticDiagnosticUsed only if progress monitoring is not answering Used only if progress monitoring is not answering Questions concerning a studentQuestions concerning a student s weaknesses s weaknesses and strengths in reading skillsand strengths in reading skills OutcomeOutcomeDid the student make progress toward reading Did the student make progress toward reading standardsstandardsUpper Grades Study Upper Grades Study --Spring 2005 Spring 2005 Purpose: Purpose: To establishTo establishthe reliability of the reliability of several measures and their relationship several measures and their relationship to performance on the FCAT and to to performance on the FCAT and to determine if one of the measures would determine if one of the measures would be suited for use as a statebe suited for use as a state--wide wide progress monitoring monitoring measure.

4 Leon and Dade Leon and Dade 300 randomly assigned 300 randomly assigned students in grades 4, 6, 7, 8, 9, in grades 4, 6, 7, 8, 9, 10. Measures to be used:Measures to be used: FCAT passages for ORF FCAT passages for ORF grades 6, 7, 8, 9 grades 6, 7, 8, 9 --IndividualIndividual FCAT maze passages FCAT maze passages grades 4, 6, 8, 10 grades 4, 6, 8, 10 --GroupGroup EspinEspinMazes Mazes grades 8 and 10 grades 8 and 10 --GroupGroup Test of Silent Word reading FluencyTest of Silent Word reading Fluency(TOSWRF) (TOSWRF) --IndividualIndividual Test of Sentence reading EfficiencyTest of Sentence reading Efficiency(TOSRE) (TOSRE) --GroupGroup WASI WASI Vocabulary and Similarities Vocabulary and Similarities --IndividualIndividualUpper Grades Study Upper Grades Study --Fall 2005 Fall one of the group administered measures If one of the group administered measures shows promise as a valid and reliable predictor shows promise as a valid and reliable predictor of FCAT performance, a progress monitoring of FCAT performance, a progress monitoring tryout study will be study will be conducted.

5 School districts representative of the overall School districts representative of the overall demographics of the state will participatedemographics of the state will participate The same students who are receiving progress The same students who are receiving progress monitoring with ORF probes will be administered monitoring with ORF probes will be administered the group measure to determine any meaningful the group measure to determine any meaningful differences differences --group vs. individually administered group vs. individually administered and sensitivity to individual growth and sensitivity to individual growth Oral reading Fluency Passages Oral reading Fluency Passages for 2005for 2005--20062006 FCRR working with JRF!

6 Office to FCRR working with JRF! Office to make passages available for ORF make passages available for ORF for progress monitoringfor progress monitoringzzOptionalOptionalzzFCAT released passages or FCAT released passages or FCATFCAT--like passages developed like passages developed for this purposefor this purposezzPlan to make them downloadable Plan to make them downloadable from a JRF! web sitefrom a JRF! web sitezzWill be able to enter data into the Will be able to enter data into the PMRNPMRNV ideo ClipStudent Practice Student Practice #1#1139-8131 Florida s Hummingbirds (Student #1) Hummingbirds live only in the Americas. Of the 338 species 10 known, 16 are found in the United States and 3 occur in Florida.

7 23 mispronunciation Black-chinned and rufous hummingbirds occasionally can be 31 seen in Florida during the winter, but the ruby-throated hummingbird 42 is by far the most common hummer in the state. This feathered jewel 55 (only) is about 3 inches long and weighs as little as a penny. Its name 69 mispronunciation omission describes the most brilliant part of the mature male s plumage. The 80 mispronunciation throat feathers contain air bubbles that give off an iridescent red 91 tone in full light.

8 Both sexes, young and mature birds, have metallic 103 green backs and white-tipped tail feathers. 110 mispronunciations The ruby-throat s breeding range extends from central Kansas to 120 omission 3 second rule the east coast and from Saskatchewan to central Florida. Although 130 some birds may stay in south Florida year-round], most spend the 142 winter in Mexico and South America, where the weather is warmer. 153 What Skills Should be Assessed?What Skills Should be Assessed? Testing older students Testing older students specifically on phonological specifically on phonological awareness measures does not awareness measures does not add power to the identification add power to the identification of reading and spelling of reading and spelling difficulties (Hogan, difficulties (Hogan, CattsCatts& & Little, in press)Little, in press) Direct measures of academic Direct measures of academic skills will provide the most skills will provide the most accurate data for planning accurate data for planning instructioninstructionWhat Skills Should be What Skills Should be Assessed?

9 (cont.)Assessed? (cont.) Some of the types of Assessments to Some of the types of Assessments to consider areconsider reading ComprehensionPassage reading ComprehensionzzOral reading FluencyOral reading FluencyzzVocabulary KnowledgeVocabulary KnowledgezzWord Recognition Speed and AccuracyWord Recognition Speed and AccuracyzzKnowledge of PhonemeKnowledge of Phoneme--Grapheme (soundGrapheme (sound--symbol), Syllables, Morphology (units of symbol), Syllables, Morphology (units of meaning) and Correspondences in meaning) and Correspondences in OrtholographyOrtholography(writing) (writing) Florence Roswell and Jeanne ChallDiagnosticAssessments ofReadingDAR: DAR: CharacteristicsCharacteristics Six individually administered tests Six individually administered tests of essential areas of reading and of essential areas of reading and languagelanguage Suitable for students of all ages Suitable for students of all ages functioning on prefunctioning on pre-- reading levels reading levels through end of high schoolthrough end of high school Easy to administerEasy to administer Brief administration timeBrief administration timeDAR: DAR: Characteristics Characteristics (cont.)

10 (cont.) Easy to scoreEasy to score Separate scores for each subtestSeparate scores for each subtest Meaningful, easy to interpret Meaningful, easy to interpret scoresscores Based on extensive research & Based on extensive research & experienceexperience Meets the State DOE content Meets the State DOE content requirementsrequirements Quality, sturdy materialsQuality, sturdy materialsThe DAR Will Help DAR Will Help Develop a constructive studentDevelop a constructive student--teacher teacher relationshiprelationship Identify a studentIdentify a student s strengths and s strengths and weaknesses in reading weaknesses in reading provides provides opportunities for quantitative and opportunities for quantitative and qualitative diagnostic informationqualitative diagnostic information Assess the reading Assess the reading development/growth of a given studentdevelopment/growth of a given student Prescribe meaningful individualized Prescribe meaningful individualized instructioninstructionzzBased on years of actual practice Based on years of