module 3: unit 3, session 2 module 3: assessment adolescent literacy – professional development...
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Module 3: Unit 3, Session 2
MODULE 3: ASSESSMENT
Adolescent Literacy – Professional DevelopmentUnit 3, Session 2
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Module 3: Unit 3, Session 2 2
Guiding QuestionsSession 2 Key Questions
What is screening and why do we do it?What is diagnostic assessment and why do we do it?What kinds of screening and diagnostic assessments can
we use?Session 2 Objectives
Participants will learn about the role screening and diagnostic assessment play in guiding instruction for struggling students and students with learning disabilities.
Participants will practice administering curriculum-based measurements for reading.
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Activity
Spend some time at the beginning of the session reporting out on the After the Session Activities from the last meeting.
Assessment Vocabulary Probe
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Screening
Screening is:For all studentsA quick assessment that gauges students’
skill levelIdeally conducted at the beginning of the
school year, and can be done periodically throughout the year
Usually focused on reading fluency
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Screening: Students At Risk
Screening helps identify students who may need extra or different instruction, or further evaluation.
In addition to below average performance on measures of reading fluency and/or reading comprehension, look at:Scores below “Proficient” on previous year’s MCASBelow average performance on other standardized
achievement testsTeacher reports
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Two Types of Screening
Curriculum-Based MeasuresTeacher-created passages gleaned from grade-
level textsScores interpreted in relation to school created
norms, or, more commonly, the guides provided by the Florida Institute for Reading Research
Standardized MeasuresCommercially availableNormed on large groups
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Activity CBM: Oral Reading Fluency
This is an example of a CBM (curriculum-based measurement) for ORF (oral reading fluency)
Assess each other.Reform into different pairs.Discuss the experience with a partner.
As a tester (What information do you get?)As a reader (How did this assessment experience
feel? How might it have felt if you performed differently?)
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Activity CBM: Maze Comprehension
This is an example of CBMMaze passages are selected and created from
grade-level textsAssess each other.Reform into different pairs.Discuss the experience with a partner:
As a tester (What information do you get?)As a reader (How did this assessment experience feel?
How might it have felt if you performed differently?)
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Divide into Two At-Risk Groups• Scores on CBM Oral Reading Fluency are
average or slightly below.• Does not meet standards on MCAS/scores
on maze measures may be below average.Group 1
• Scores on CBM Oral Reading Fluency are significantly below average.
• Does not meet standards on MCAS/scores on maze measures below average.Group 2
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Example Formal Measure
TOSWRF: Test of Silent Word Reading FluencyAges: 6–6 through 17–11Testing Time: 3 minutes for a single
form or 10 minutes for both formsAdministration: Group or individual The Test of Silent Word Reading
Fluency (TOSWRF) measures a student's ability to recognize printed words accurately and efficiently.
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Example Formal MeasureTOSCRF: Test of Silent Contextual
Reading FluencyAges: 7–0 through 18–11Testing Time: 10 minutesAdministration: Individual or Group Test of Silent Contextual Reading Fluency
(TOSCRF) measures a student's essential contextual reading abilities (i.e., word identification, word meaning, word building, sentence structure, comprehension, and fluency).
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Know What Data the Instrument Provides
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Targeted Screening/Diagnostic Information
Students whose scores on screenings put them at risk for poor academic performance must be further evaluated.The goal of screening is simply to highlight who is at risk. Screening does not guide instruction.
Close observation of student performance in class, and analysis of student work samples should always be part of this next level of evaluation.
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Diagnostic Information is Necessary
Reading difficulty can take a variety of forms. We must know where to begin instructing the student. Targeted assessment and close observation can provide the diagnostic information to guide instruction.What are the students specific areas of need in
reading fluency? In reading comprehension? In writing? In listening and speaking?
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Analysis of Errors
Expertise in language components enable assessors to analyze patterns of student errors to determine targeted areas for instruction. For example:Student skips words, phrases, or lines of text.Student omits prefixes or suffixes from words.Student misreads multisyllabic words.Student reads with little inflection or lack of
response to punctuation.
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Activity
Categorizing Reading ErrorsForm three groups. Using the handout, categorize the oral
reading errors from the example assessment.
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Informal Reading Inventory
Qualitative Reading Inventory – 5th editionInformal
assessment instrument
Similar to CBM but not CBM
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Receptive Language
PPVT-4 Peabody Picture Vocabulary TestAges : 2–6 through 90+ yearsAdministration: The PPVT-4
takes about 10 to 15 minutesThe PPVT-4 assesses oral
comprehension/vocabulary development.
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Receptive/Expressive Language
CREVT-2: Comprehensive Receptive and Expressive Vocabulary Test – Second EditionAges: 4–0 through 89–11 Administration: Individual;
takes 20 to 30 minutesCREVT-2 measures receptive
and expressive oral vocabulary.
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Phonological Processing
Lindamood Auditory Conceptualization Test (LAC-3)Ages: 5–0 through 18–11Administration: Individual; 20-30
minutesThe LAC-3 measures an individual's
ability to perceive and conceptualize speech sounds using a visual medium.
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Phonological Processing
CTOPP: Comprehensive Test of Phonological Processing Ages: 5–0 through 24–11Administration: Individual; 30
minutes CTOPP assesses phonological
awareness, phonological memory, and rapid naming.
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Written LanguageTOWL-4: Test of Written Language
— Fourth EditionAges: 9–0 through 17–11Administration: Individual or
group; 60–90 minutesTOWL-4 identifies students who
write poorly, determines students’ particular strengths and weaknesses in various writing abilities, and documents students’ progress in special writing programs.
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Written Expression
WPT: Writing Process TestAges: 8 through 19Administration: Individual; 45
minutesWPT is a direct measure of
writing that requires the student to plan, write, and revise an original composition. The WPT assesses both written product and writing process.
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Other Areas We Should Assess
CognitiveSkills and strategies
ExperientialPrior
knowledge and lives outside
school
AffectiveMotivations
and attitudes
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On Literacy Assessment
Our assessments must inform us about student characteristics, which can help us provide the most appropriate reading instruction and experiences.
The related cognitive, affective, and experiential domains “represent important and powerful aspects of student learning, and they must be addressed if we are to have any hope of meeting struggling adolescent readers’ needs.”
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The Affective Domain
Motivation to read Reading self-concept General motivational style Reading interests
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The Experiential Domain
Learning styles and thinking stylesPast school experiencesParental involvementCultural background and expectationsMental and physical health
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Activity
Take the Motivation to Read Profile Survey.
Pair up with a partner and engage in the Motivation to Read Profile Conversational Interview.
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For Next Time Read the assigned readings. Consider taking the online thinking styles inventory at
http://www.ldrc.ca/projects/tscale/ Determine one aspect of your school assessment plan that
needs work. Get information about one of the assessments mentioned and be ready to share out to the group about what the assessment tests, for what age group it would be appropriate, how long it takes, how much training is required, and the cost.
Create, administer, and score a CBM oral reading assessment and maze assessment to a group of students and come to the next session prepared to discuss what you learned.