minneapolis kindergarten...
TRANSCRIPT
Research, Evaluation and Assessment Minneapolis
Public Schools
Minneapolis Kindergarten Assessments
August 2009(Basic Literacy Benchmarks 2009)
Research, Evaluation and Assessment Minneapolis Public Schools
The Minneapolis Public Schools assesses all entering kindergarten students in September and again in May. The assessment was developed in Minneapolis in conjunction with the University of Minnesota and is administered by cadre of trained retired teachers. Results are reported to schools in the fall and used for instructional planning. Spring results include the fall baseline data to document student growth.
Research, Evaluation and Assessment Minneapolis Public Schools
Beginning of KindergartenLiteracy
picture vocabularyrhymingconcepts of printoral comprehensionsound recognition letter naming alliteration
Numeracycounting forward counting backwardordering numbersidentifying numbersbefore/after and sums
Research, Evaluation and Assessment Minneapolis Public Schools
Individual Growth and Development Indicators
The rhyming, picture namingand alliteration items were developed at the University of Minnesota. These Individual Growth and Development Indicators (IGDI) use sets of index sized picture cards. They are fluency measures.
Research, Evaluation and Assessment Minneapolis Public Schools
RhymingThe rhyming card shows a target picture at the top of the card and three additional pictures at the bottom of the card. The assessor names all of the pictures on the card and the student is asked to name or point to the picture at the bottom that rhymes with the target picture. It is scored as a total number of rhymes correctly identified in two minutes.
Research, Evaluation and Assessment Minneapolis Public Schools
Research, Evaluation and Assessment Minneapolis Public Schools
AlliterationThe alliteration (beginning sound) card follows the same format. The assessor presents the card, names the pictures, and the student is asked to say or point to the picture at the bottom that starts with the same sound as the target picture. It is scored as the total number of beginning sounds correctly identified in two minutes.
Research, Evaluation and Assessment Minneapolis Public Schools
Research, Evaluation and Assessment Minneapolis Public Schools
Picture Vocabulary
Picture vocabulary also uses a set of picture cards. These cards have one picture (photographs or detailed color line drawings) of an everyday object on them. The assessor asks the child to name the pictures as fast as they can. It is scored as the total number of correct pictures named in one minute.
Research, Evaluation and Assessment Minneapolis Public Schools
Concepts of Print
A simple book is used to assess concepts of print. Students are handed a book and asked to show the front of the book, where to begin reading, left to right, return sweep and to count the number of words on the page.
Research, Evaluation and Assessment Minneapolis Public Schools
Alphabetic Principle
Both letter naming and sound recognition are assessed using cards that contain randomly ordered lower case letters. Both measures have been normed in Minneapolis and are fluency measures. It is scored as the total number of letters named or sounds produced in one minute.
Research, Evaluation and Assessment Minneapolis Public Schools
Oral Comprehension
The assessor reads a story to the student and asked nine questions. These questions assess the child’s skill in responding to:
• the structure of the story • inferences • concepts and vocabulary knowledge • a personal response.
Research, Evaluation and Assessment Minneapolis Public Schools
Oral comprehension cont.Additional points are given for some questions when a student uses specific vocabulary contained within the story. For example, a student may receive three points for one question, one point for the correct response to the question and two points for using specific vocabulary words within their response. Oral comprehension is scored as the total number of correct responses out of 21.
Research, Evaluation and Assessment Minneapolis Public Schools
Counting forward
Students are asked to count aloud beginning with the number one. The assessor stops them when they reach 35 or records the highest number counted in order. It is scored as the highest number counted consecutively.
Research, Evaluation and Assessment Minneapolis Public Schools
Counting backward
Students are asked to count aloud backwards from 10. It is scored as the lowest number counted consecutively.
Research, Evaluation and Assessment Minneapolis Public Schools
Ordering numbers
Selected number cards 0-21 are presented to students. They are asked put them in order. It is scored as the total number of correct number sequences. A number sequence is any two numbers in the correct order.
Research, Evaluation and Assessment Minneapolis Public Schools
Number identification
Number identification is assessed by using a card that contains randomly ordered numbers 0-100. Students are asked to say the number they see. It is scored as the total numbers named in one minute.
Research, Evaluation and Assessment Minneapolis Public Schools
Before/after and sums
Students are asked to say:what number comes after the target number what number comes 2 numbers after the target number what number comes before the target number to add one digit numbers
Research, Evaluation and Assessment Minneapolis Public Schools
End of Kindergarten
All of the measures administered in the fall are repeated in the spring. In addition passage reading is assessed.
Research, Evaluation and Assessment Minneapolis Public Schools
Passage Reading
The last item on the end of the year assessment is passage reading. Students are asked to read pre-primer passage and a total number of words read correctly in minute is recorded.
Minneapolis Beginning of Kindergarten Assessment District Results 2008-2010
Phonemic Awareness
Alphabetic Principle
Language Total LiteracyTotal
Numeracy
2008 60% 72% 64% 66% 48%
2009 68% 78% 65% 70% 50%
2010 68% 77% 66% 71% 49%
60%
72%64% 66%
48%
68%
78%
65%70%
50%
68%77%
66%71%
49%
0%
20%
40%
60%
80%
100%Percent of Students at Meets or Exceeds the Benchmark
ELL Free/Reduced Lunch
2009 25% 56%
2010 27% 60%
25%
56%
27%
60%
0%20%40%60%80%
100%
Student Demographics 2009‐2010
Research, Evaluation and Assessment Minneapolis Public Schools
NEW! Basic Literacy Benchmarks 2009
Benchmarks are now grouped into four domains: the alphabetic principle, phonemic awareness, language and numeracy. The Alphabetic Principle Domain is calculated by adding the letter sound and letter naming scores. The Phonemic Awareness Domainis calculated by adding the rhyming and alliteration scores.
Basic Literacy Benchmarks 2009 cont.
The Language Domain is calculated by adding the vocabulary and oral comprehension scores. The Numeracy Domain is calculated by adding the numeracy items together in a weighted formula.
Research, Evaluation and Assessment Minneapolis Public Schools
Research, Evaluation and Assessment Minneapolis Public Schools
Benchmarks have been calculated based on data from the Grade One Oral Reading Assessment and Grade Three Minnesota Comprehensive Assessment. The table below shows the benchmarks for each domain for beginning and end of kindergarten.
Research, Evaluation and Assessment Minneapolis Public Schools
Basic Literacy Benchmarks 2009MCAII Grade 3
FallPhonemic Awareness
FallAlphabetic Principle
Fall Language Domain
Fall Total Numeracy
WinterOnset Phoneme
WinterLetter Sound
SpringPhonemic Awareness
SpringAlphabetic Principle
Spring Language Domain
Spring Total Numeracy
Does not meet the standard
0‐5 0‐2 0‐29 0‐9 0‐11 0‐7 0‐16 0‐37 0‐38 0‐49
Partially meets the standard
6‐9 3‐6 30‐34 10‐29 12‐17 8‐14 17‐21 38‐53 39‐43 50‐69
Meets/ exceeds the standard
10+ 7+ 35+ 30+ 18+ 15+ 22+ 54+ 44+ 70+
Research, Evaluation and Assessment Minneapolis Public Schools
For further information, please contact Mary Pickart at 612-668-0569 or [email protected].