florida assessments for instruction in reading grades 3-12 part 1 how to administer assessments

Florida Assessments for Instruction in Reading

Grades 3-12 Grades 3-12 Part 1Part 1

How to Administer AssessmentsHow to Administer Assessments

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©2009 Florida Department of Education

Agenda

1. Task Administration Basics

2. Background: The Florida Assessments for Instruction in Reading and the 2008-2009 Implementation Study

3. Rationale for using a computer adaptive assessment

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Why use a computer adaptive test? What are the benefits?

A computer adaptive test (CAT) provides a more reliable assessment of student ability in a shorter amount of time than a traditional test, because it picks questions at a level of difficulty that are most informative for each student.

Computer adaptive tests provide more reliable assessments particularly for students at the extremes of ability (extremely low ability or extremely high ability).

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The Florida Assessments for Instruction in Reading

Comprehensive assessment is key to providing effective reading instruction

The FL Assessments for Instruction in Reading provide:

A balance of assessment of learning with assessment for learning

Early identification of students who may require extra instructional support to achieve grade level standards in reading

Uniform set of measures across 3-12 for teachers to guide instruction

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Why Assess for Learning to Read?

Learning to read is not natural for many individuals, who remain dependent on the skill, knowledge, and persistence of their

teachers to acquire reading proficiency.

Drs. Louisa Moats & Barbara Foorman (1997)

The need for accurate assessments arises because of the enormous diversity in the rate of learning and level of

literacy skills among adolescents. Because of this enormous diversity, a key to meeting our instructional

goals is accurate assessment that allows teachers and schools to differentiate instruction according to individual

student’s needs.

Dr. Joseph Torgesen (2007)

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Web-based Assessment Module (WAM)This assessment system incorporatesthe following types of assessments tosupport instructional decision-making:

1. Broad Screen/Progress Monitoring Tool

2. Targeted Diagnostic Inventory

3. Informal Diagnostic Tool Kit

4. Ongoing Progress Monitoring Tasks

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Broad Screen/Progress Monitoring Tool

Reading Comprehension Task

(3 Times a Year)

Targeted Diagnostic Inventory

Maze & Word Analysis TasksDiagnostic

Toolkit(As Needed)

OngoingProgress

Monitoring(As Needed)

If necessary

Grades 3-12 Assessments Model

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Reading Concepts Assessed

Reading Comprehension (Broad Screen)

Text Reading Efficiency – combines low level comprehension and fluency

(Maze task, Targeted Diagnostic Inventory)

Orthographic Processing/Spelling Knowledge (Word Analysis task, Targeted Diagnostic Inventory)

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Reading Comprehension

Defined: The construction of meaning from printed text, using prior knowledge (of words and world experiences), cues from the text, and cognitive strategies (Dole, Duffy, Roehler, & Pearson,

1991). This complex interplay of processes and skills relies on accurate word recognition (Adams, 1990).

Key Benefit: Allows students to move from learning to read, to reading to learn.

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Skill Base: Reading Comprehension

Word Decoding/Recognition

Possessing adequate decoding or word identification skills to read words within connected text.

(Gough, 1984)

VOCABULARY/WORD KNOWLEDGE

Knowing words under multiple contexts and with multiple meanings, as well as knowing how words are interrelated to impact meaning.(Beck, McKeown, & Kucan, 2002; Nagy & Scott, 2000)

COMPREHENSION STRATEGIES

Using cognitive strategies to support reading (e.g., making inferences, predicting, associating ideas, monitoring understandability).

(Pressley & Afflerback, 1995)

WORLD KNOWLEDGEPossessing prior knowledge about the reading topic in order to construct meaning from the text.

(Anderson & Pearson, 1984)

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Text Reading Efficiency

Combines both fluency and low level comprehension

Fluency Defined: “The ability to read text accurately and quickly…effortlessly and with expression.” (Armbruster, Lehr, & Osborn, 2001)

Key Benefit: Serves to bridge word reading skills and comprehension. (Osborn, Lehr, & Hiebert, 2003)

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Skill Base: Text Reading Efficiency

ACCURACY

Accurate decoding of words in text.

(Gough, 1984)

READING AUTOMATICITY

Effortless word recognition that allows for attention to be allocated to other aspects of comprehension.

(Foorman & Mehta, 2002; La Berge & Samuels, 1974)

COMPREHENSION

Understanding meaning prepares students to read other words related to that meaning.

(Jenkins, Fuchs, van den Broek, Espin, & Deno, 2003 )

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Word Analysis

Defined: This term is often used interchangeably with Advanced phonics Spelling Structural analysis

Key Benefit: Analyzing the spellings of individuals can provide necessary information regarding the understanding and mastery of orthography, phonology, and morphology all in one assessment (Moats, 1995; Treiman, 1998).

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Skill Base: Word Analysis

ORTHOGRAPHIC KNOWLEDGE

Knowledge of the way specific words are represented in print.

(Adams, 2001)

PHONOLOGICAL KNOWLEDGE

Awareness of the sound system of language.

(National Reading Panel, 2000; Treiman & Bourassa, 2000)

MORPHOLOGICAL KNOWLEDGE

Awareness of the units of meaning in language. base words, roots, affixes

(Moats, 1995)


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(3 Times a Year)



Toolkit(As Needed)

OngoingProgress


If necessary


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©2009 Florida Department of Education©2009 Florida Department of Education

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The Broad Screen/Progress Monitoring Tool

10-20 minute computer-adaptive task of reading comprehension

Predicts student’s FCAT success probability (FSP) Administered to all students scoring Level 1 or 2 on

FCAT Administered to students identified with reading needs

by their districts Other students may take the assessment at the

discretion of their districts

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The Broad Screen/Progress Monitoring ToolIn addition to the FCAT Success Probability score (FSP), the following scores may alsobe obtained from the Broad Screen: Standard Score Percentile Rank Lexile Score Ability Score Cluster Area Scores

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A prediction score from the Broad Screen that indicates whether a student needs TDI assessment and additional instructional support in reading

The probability score will fall within 1 of 3 Success Zones:

GREEN

YELLOW

RED

FCAT Success Probability (FSP) Score

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85% or better probability of scoring a level 3 or above on the FCAT

16-84% probability of scoring a level 3 or above on the FCAT

15% or less probability of scoring a level 3 or above on the FCAT

GREEN

YELLOW

RED

Success Zone Probabilities

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Accessing the Florida Assessments for Instruction in Reading

Software Requirements are: • Internet Explorer 6.0 or later (Windows platform only)• Safari version 2.0 or later (preferred for Mac users)• Mozilla Firefox version 1.5 or later (Mac or PC)• Flash Player 9.0 or later• JavaScript and Cookies enabledHardware requirements are:

Students must have a set of headphones and a well functioning mouse to take the WAM.

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How is the student placed into passages/items?Task Placement Rules

Reading Comprehension - Adaptive

For AP 1, the first passage the student receives is based on one of the following general estimates of the student’s ability.

Grade level and prior year FCAT (if available) Mean FCAT score for that school and grade level All 3rd grade students are placed into the same passage

For AP 2 and 3 passage one is based on students FSP.

Maze – Not adaptive

Two predetermined passages based on grade level and assessment period

WA - Adaptive AP 1-3 starts with predetermined set of 5 words based on grade level. Performance on the set of 5 determines next set of words.

5-30 words given at each assessment period based on ability.

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(3 Times a Year)



Toolkit(As Needed)

OngoingProgress


If necessary


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TDI: The Maze Task

Two 3-minute (grade-level) passages

Administered 3 times a year

Student responds to embedded cloze items within text

Assesses text reading efficiency (i.e., reading accuracy and speed, and gist - level comprehension)

When and who gets MAZE taskAssessment Period Maze

AP 1 Students with FSP 84% or lower

Optional for students with FSP 85% or above

AP 2 FSP 84 % or lower or if student

took Maze in AP1

Optional for students with FSP 85% or

above

AP 3 FSP 84 % or lower or if student

took Maze in AP2

Optional for 3-5 students with FSP of

85% or above

All students grades 6-12 rostered in

the PMRN for FAIR © 2009 Florida Department of Education

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TDI: The Maze Task

The following scores may be obtained from

the Maze task: Standard Score Percentile Rank Adjusted Maze Score

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TDI: The Word Analysis Task

A 5-15 minute computer-adaptive spelling task that assesses a student’s understanding of letter/sound correspondence

Results indicate whether probability of success in reading is hampered by difficulties with word-level skills.

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TDI: The Word Analysis Task

The following scores may be obtained from

the Word Analysis task: Standard Score Percentile Rank Word Analysis Ability Score (WAAS)

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(3 Times a Year)



Toolkit(As Needed)

OngoingProgress


If necessary


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OPM Reading Comprehension

Reading Comprehension passages for Ongoing Progress Monitoring are currently in development and will be available in the fall

Students will receive two passages (one informational and one literary)

All students rostered in the PMRN and using the FAIR system will be eligible for ongoing progress monitoring in Reading Comprehension

The OPM – RC passages will be available every 20 instructional days

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Ongoing Progress Monitoring Maze (Grades 3-12)

May be appropriate for students receiving reading intervention with a goal of increased reading efficiency OR for students who scored below 30th percentile on the Maze task

Maze for OPM is available online Progress Monitoring should take place no more

frequently than every 20 instructional days

OPM MazeTDI Maze – above 30th percentile

No progress monitoring available

TDI Maze – 21st – 30th percentile

Use on grade level mazes (in grades 11-12, use grade 10)

TDI Maze 20th percentile or below

G 3 – use on grade level

G 4 & 5 – use one grade level below current grade

G 6-8 – use two grade levels below current grade

G 9-12 use 3 grade levels below current grade ( for G 11 & 12, use current grade as 10 and move to 7th grade

Progress Monitor no more frequently than once every 20 instructional days. © 2009 Florida Department of Education

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Ongoing Progress MonitoringOral Reading Fluency (Grades 3-5)

Teachers may choose to progress monitor students using ORF passages in grades 3-5 only

ORF is only available in a paper/pencil version

OPM Oral Reading Fluency

TDI Maze – above 40th percentile

No progress monitoring available

TDI Maze – 31st – 40th percentile

Use on grade level passages

TDI Maze 21st – 30th percentile

Use passages one grade level below student’s current grade level

TDI Maze – below 20th percentile

Use passages two grade levels below student’s current grade level

Progress Monitor no more frequently than once every 20 instructional days.

© 2009 Florida Department of Education

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(3 Times a Year)



Toolkit(As Needed)

OngoingProgress


If necessary


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Informal Diagnostic/Progress Assessment Toolkit

Assist intervention teachers in day-to-day instructional decision making between assessment periods

Teachers will make decisions about which tools to use based on students’ previous performance

May also be used by content area teachers in some cases

Scores cannot be entered into PMRN

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Informal Diagnostic/Progress Assessment Toolkit

1. Phonics screening inventory

2. Academic word inventory

3. Lexiled text passages

4. Instructional level passages with Question/Response templates

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Phonics Screening Inventory

Intermediate elementary and middle/high school versions available (either version may be given at any grade level as determined by teacher administering task)

Provides information about students’ word recognition skills including knowledge of letter-sound correspondences, blending ability, and skills with complex syllables or different syllable types

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Phonics Screening Inventory

Designed for intensive intervention teachers with students who have scored poorly on Word Analysis task

May be given to a small group or in a one-to-one setting

Students responses may be analyzed by orthographic patterns (e.g., vowels, blends, digraphs) and/or morphological components (e.g., roots, affixes) to guide instructional focus

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Academic word inventory

Provides teacher with estimate of student’s context-free word reading ability

Includes lists of academic words that occur with increasing frequency at each grade level

Used by intensive intervention teachers for students scoring low on Maze and/or Word Analysis tasks

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Lexiled text passages

Students’ Lexile scores obtained from Broad Screen match them to Lexiled passages in Toolkit

May be used by content area teachers for instructional purposes, especially when working with students who score above the 30th percentile on the Maze and Word Analysis Tasks.

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Lexiled text passages

Text may be read silently or aloud by individual students or groups of students

Students may respond to comprehension questions orally or in writing

Passages have not been precisely equated for difficulty within grade level and should NOT be used for progress monitoring of oral reading fluency

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Scaffolded Discussion Templates

Allow teachers to explore students’ reading comprehension and comprehension strategies with more depth than through a typical reading comprehension test

Students with poor word-level skills are placed into a passage at their instructional level by reading a word list linked to accuracy in the passage.

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Passages are equated for difficulty and therefore may be used to monitor progress in fluency.

A look up table will be provided to determine an adjusted fluency score.

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Questions following passages are labeled as

one of four types identified by Taffy Raphael

in her description of Question-Answer

relationships (QAR):

1. Right There - answer is in the text

2. Author and Me – answer is not found in text; must rely on background knowledge combined with what author tells you

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3. Think and Search – answer is in the text but student must put together different pieces of information to find it

4. On My Own – answer is not in text and may be answered without reading text using background knowledge


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QAR templates may be used in a variety of instructional formats (e.g., individual students working alone, students working in pairs, and teacher-student pairs.)

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Questions?

[email protected]

florida assessments for instruction in reading grades 3-12 part 1 how to administer assessments

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