reading benchmarking: listening comprehension

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Reading Benchmarking: Listening Comprehension

Benchmarking Assessments are modified performance tools used to provide data on selected skills. Listening Comprehension skills include the ability to listen and understand the meaning of words and sentences in oral language. Listening Comprehension is a prerequisite skill to reading comprehension. Suggested Administration: Quarterly or two times a year

Reading Benchmarking assessments provide baseline information on areas of reading that are fundamental in learning to read and comprehend reading. This assessment is appropriate for students who are emerging readers.

Scoring: Each performance assessment yields a raw score and interpretative information.

Mastery Instructional Emerging Review and revise goals

Directions for Administration: The Listening Comprehension assessment is a reading skills assessment. A word, sentence or story is presented orally (some test items include illustrations). The students will listen to the orally presented information and then select the corresponding picture option from a choice of three. Test items must be presented in a clear evenly paced voice. The picture options may be presented verbally in a manual scanning format (e.g., ball (pause), car (pause), tree (pause)). Provide any modifications and adaptations the student may require such as gross motor support and communication assistance. Note any modifications or adaptations utilized in the note section of this test. Present the word, sentence or story orally. Provide access to story illustrations for items 7 – 12. Present the three picture options for each question. A student may select his or her response

verbally, by pointing or by any other active participation mode. Response mode should be noted in the notes section of this assessment. The online assessment will automatically move to the next question once an answer is selected.

Twelve questions are included. Questions 1 – 8 and items 10 and 12 may score 0 or 1. Questions 9 and 11 may score 0,1,2,3 or 4. A hardcopy of the picture stimuli is included for students who require communication assistance. The assessment will discontinue after four consecutive errors. This document may be printed for administration offline. Please enter the Listening Comprehension Assessment test results in the Unique GPS once the assessment is complete, as this

enables data to be scored, stored and saved appropriately for student’s records. To enter in offline test results choose Offline as the test administration format. Then select run test and enter in test results.

Using Assessment Results: Reading Performance Assessments are scored according to the student’s response when reading words or selecting from a choice of words. Each area yields a raw score that is interpreted in this way: • 18 – 15 Mastery Mastery indicates that the student should apply the current skills into higher-level reading strategies. • 14 – 10 Instructional Incorporate routine skill instruction to strengthen this reading skill area. • 9 – 6 Emerging Emerging reading skills in this skill area may be developed through structured learning tasks. • 5 – 0 Review/Revise Review the student’s present level and revise goals to more appropriately address learning potential. Results from this assessment will give teachers an indication of a student’s listening comprehension skills. The educational team may select listening comprehension skills that should be addressed as IEP goals if this will be a focus within instructional tasks.

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The instructions and screen pages for the performance assessment may be printed for administration offline. Please enter the Listening Comprehension assessment information through the Unique GPS, as this enables data to be stored and saved appropriately for the student’s record. 1. Best method/site for presenting objects or pictures: ______________________________________________ 2. Method of responding/making a selection to indicate, “That’s the one.” _____Smile _____Head Movement _____Eye Gaze _____Vocalizations _____Point _____Reach _____Touch/Take _____Yes/No Indicator _____Other 3. Method of responding/selection is considered: _____Emerging _____Consistent _____Reliable 4. Typical response time after a verbal direction: __________________________________________________ Natural cues: Directions and instructions that are naturally part of the presentation of the question. Verbal and gestural prompts: Added cues that direct the student to use his or her response mode to respond to the question. Physical prompts: Physical movement of a part of the student’s body to gain a response to a question. Listening Comprehension Target: Reading Item # Circle

Score Teacher Prompt Response Options

(correct in bold) Special Accommodations

Item 1 0 1

Listen and repeat after me….up, down.

Correct Incorrect

Stimulus sentence can be altered (e.g. say what I say). For students with communication difficulties, use picture stimulus provided or student’s communication mode.

Item 2 0 1

Listen and repeat after me…ball, cow, hat.

Correct Incorrect

Stimulus sentence can be altered (e.g. “say what I say”). If the stimulus sentence is altered, note altered stimulus in the note section. For students with communication difficulties, use picture stimulus provided or student’s communication mode.

Item 3 0 1

Find the dog.

cloud, dog, boy

Stimulus sentence can be altered (e.g. “show me the dog”). If the stimulus sentence is altered, note altered stimulus in the note section. Response options may be presented orally.

Item 4 0 1

Find the banana.

banana, grapes, apple

Stimulus sentence can be altered (e.g. “show me the banana”). If the stimulus sentence is altered, note altered stimulus in the note section. Response options may be presented orally.

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Item 5 0 1

The boy drinks water. What does the boy drink?

soda, milk, water

Response options may be presented orally.

Item 6 0 1

The little pink pig eats corn. What size is the pig?

little, tall, big


Item 7 0 1

Listen to this story: It is Matt’s birthday. He pulls the bow off the box. He opens the box. It is a new watch! What happened first in the story?

Matt wearing the watch. Matt pulling the bow off the box,

Matt opening the box


Item 8 0 1

Listen to this story: Mary Beth is getting ready for school. First she brushes her teeth. Then she brushes her hair. Then she puts on her shoes. What did Mary Beth do last?

Mary Beth putting on her shoes, Mary Beth brushing her

hair, Mary Beth brushing her teeth.


Item 9 0 1 2 3 4

Listen to this story: Danielle wants to buy a new video game. She has saved her money. She has enough money to buy the game. Danielle’s mom takes her to the mall. Danielle buys the video game. She is happy. Tell me everything you remember about the story. Select a number which corresponds to the number of facts provided during retell. (4pt. maximum).

Place a check next to all facts mentioned. Student gets one point for each fact mentioned. Maximum of four points. ___ video game ___ money ___ Danielle ___ mom ___ mall ___ buy ___ happy

For students with communication difficulties, use picture stimulus provided or student’s communication mode to aid in retell.

Item 10 0 1

Listen to the story again: Danielle wants to buy a new video game. She has saved her money. She has enough money to buy the game. Danielle’s mom takes her to the mall. Danielle buys the video game. She is happy. What happens next?

Danielle goes to bed, Danielle reads the book, Danielle plays the video game


© 2016-2017 n2y, Inc.

Item 11 0 1 2 3 4

Listen to this story: Jamie likes to play baseball. He plays on a baseball team. His team is called the Tigers. The Tigers have a big game today. Jamie is ready for the game. He has his bat and glove. The Tigers are losing by one point. It is Jamie’s turn to bat. He swings and hits a home run. The Tigers win! Tell me everything you remember about the story. Select a number which corresponds to the number of facts provided during retell (4pt. maximum).

Place a check next to all facts mentioned. Student gets one point for each fact mentioned. Maximum of four points. ___ Jamie ___ baseball ___ team ___ win ___ home run ___ game ___ bat ___ glove ___ Tigers ___ losing ___ one point

For students with communication difficulties, use picture stimulus provided or student’s communication mode to aid in retell.

Item 12 0 1

Listen to the story again: Jamie likes to play baseball. He plays on a baseball team. His team is called the Tigers. The Tigers have a big game today. Jamie is ready for the game. He has his bat and glove. The Tigers are losing by one point. It is Jamie’s turn to bat. He swings and hits a home run. The Tigers win! What do you think happens next?

Jamie will cook dinner, Jamie will celebrate with his team, Jamie will go to school


Total possible 18/18

reading benchmarking: listening comprehension

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