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Reading Horizons Discover Assessment. Stacy Hurst [email protected] November 29, 2012. Objectives of Today’s Presentation. We will discuss…

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Reading Horizons Discover Assessment

Stacy Hurst

[email protected]

November 29, 2012


Objectives of today s presentation
Objectives of Today’s Presentation

We will discuss…

  • the purpose, design, and administration of each type of assessment available in Reading Horizons Discovery direct instruction materials as well as the software.

  • how to use results from these assessments to guide instruction.

  • the relationship of Reading Horizons Discovery assessments to other assessments used to evaluate reading progress.


Objectives of today s presentation1
Objectives of Today’s Presentation:

  • Discuss the purpose, design, and administration of each type of assessment available in Reading Horizons Discovery direct instruction materials as well as the software.

  • How to use results from these assessments to guide instruction.

  • The relationship of Reading Horizons Discovery assessments to other assessments used to evaluate reading progress.


Two general types of assessment
Two General Types of Assessment

Formative Assessment

  • used during the learning process

  • can have an immediate influence on instruction

  • is usually not quantified/graded

  • feedback is more “in the moment”

  • process oriented


Two general types of assessment1
Two General Types of Assessment

Summative Assessment

  • used to “sum up” what students have learned up to specified points in the instructional sequence

  • is quantified/graded

  • feedback is not necessarily immediate

  • influence on instruction is more

    remedial in nature

  • focus is on the outcome


Direct instruction assessments
Direct Instruction Assessments

Formative Assessments:

  • Dictation Process

  • Transfer Cards

  • Reading

  • Writing

  • Games


Direct instruction assessments1
Direct Instruction Assessments

Summative Assessments

  • Skill Checks

  • Chapter Tests

  • Comprehension Questions

  • Spelling Tests

  • Coming Soon: Running Records


Skill checks
Skill Checks

  • Created to provide feedback on student progress with skills within each chapter

  • Can be given after a chapter test or intermittently during chapter instruction

  • Administered one-on-one

  • Teacher form and student form

  • Can be scored/administered one skill at a time or as a whole


Assessment to guide instruction
Assessment to Guide Instruction

  • Can be used to ‘catch’ students before they get too far behind.

  • Especially useful for measuring MCWs


Chapter tests
Chapter Tests

  • Created to measure student learning for the content of each chapter

  • Administered whole group or small group

  • Can be administered/scored skill by skill

  • Can be given as a pre-test as well as at the end of each chapter

  • Each skill in the chapter is tested

  • Each chapter test is worth 50 points

  • Reference lesson section is separate and optional


Assessment to guide instruction1
Assessment to Guide Instruction

  • Use as a pre-test to determine instructional course

  • Use to identify students who need further intervention/remediation


Comprehension questions
Comprehension Questions

Inference

Main Idea

Inference

Detail

Vocabulary


Assessment to guide instruction2
Assessment to Guide Instruction

  • Can be used to determine comprehension strategies that need to be taught, practiced or emphasized

  • Provides an opportunity for vocabulary instruction

  • Can pinpoint areas of

    strength and weakness

    in comprehending text


Software assessments
Software Assessments

Formative

  • Performance on the activities in each lesson influences instruction

  • Vocabulary Word Wall

  • Time spent in each section of the software

    is measured and recorded


Software assessments1
Software Assessments

Summative

  • Phonemic Awareness

  • Spelling/Word Recognition

  • Most Common Word Assessment

  • Passage/Story Comprehension

  • Chapter Tests


Phonemic awareness
Phonemic Awareness

  • Assess seven areas of phonemic awareness (rhyming, syllables, initial sound, blending, final sound, medial sound, segmentation)

  • Designed to be a ‘readiness’ measure and to identify students who have not mastered these skills


Assessment to guide instruction3
Assessment to Guide Instruction

  • If a student fails a section of the assessment, they receive instruction for that element of phonemic awareness

  • Teachers can use results to provide direct instruction for struggling

    students


Spelling word recognition
Spelling/Word Recognition

  • Test was created to identify skills that students have mastered as well as to show progress throughout the program

  • The test is a feature analysis so it is more diagnostic in nature

  • Spelling and reading scores are compared

  • Stops when student misses multiple features or words in a row

  • Is given up to four times throughout the software

  • Challenges students who decode well


Assessment to guide instruction4
Assessment to Guide Instruction

  • Information can be used to accelerate instruction

  • Identifies ‘holes’ that students may have in decoding by identifying specific skills that were not mastered

  • Provides insight to level

    of mastery by comparing spelling to reading using the same words

  • Shows how the student actually

    spelled each word


Most common words
Most Common Words

  • Designed to assess automatic recognition of up to 300 of the most frequently used English words

  • Timer can be modified

  • Determines which Most Common Words lessons students receive on the software


Assessment to guide instruction5
Assessment to Guide Instruction

  • Can pinpoint specific words that students struggle with

  • Can be used for instruction across grade levels

  • Provides direction for

    accelerated readers


Passage story comprehension
Passage/Story Comprehension

  • Given at the end of each story

  • Measures four areas of comprehension (main idea, detail, inference, and vocabulary)

  • Students take it twice and scores are compared

  • Half fiction, half non-fiction stories

  • WPM is recorded for teacher to see

  • Questions and possible answers are read to the student


Assessment to guide instruction6
Assessment to Guide Instruction

  • Identifies areas of strength and weakness in comprehension over time

  • Informs comprehension instruction for individuals as well as the whole class

  • Can compare silent reading

    fluency (wpm) with level

    of comprehension

  • Provides an opportunity

    for specific vocabulary instruction


Chapter tests1
Chapter Tests

  • Created to measure student learning for the content of each chapter

  • Can be administered to each student at the same time

  • Can be taken in place of, or in addition to, the paper/pencil version of the test

  • Can be given as a pre-test (for placement) as well as at the end of each chapter


Chapter tests2
Chapter Tests

  • Each skill in the chapter is tested twice in isolation and at least once in context

  • Chapter tests on the software include more response opportunities than the paper/pencil version

  • Reference lesson section is included for all students taking the reference lessons

  • Students earn coins for taking the test

  • Class averages are reported for each skill as well as the test as a whole


Assessment to guide instruction7
Assessment to Guide Instruction

  • Students failing an area of the assessment will receive additional instruction followed by assessment

  • Results can be ‘dialed down’ to the smallest skill or overall lesson content

  • Provides information for

    differentiated instruction

  • Skills in isolation and in

    context can be compared


Objectives of today s presentation2
Objectives of Today’s Presentation:

  • Discuss the purpose, design, and administration of each type of assessment available in Reading Horizons Discovery direct instruction materials as well as the software.

  • How to use results from these assessments to guide instruction.

  • The relationship of Reading Horizons Discovery assessments to other assessments used to evaluate reading progress.


Discovery assessments and other assessments
Discovery Assessments and Other Assessments

Reading Horizons Discovery assessmentsprovide information with how well students are responding to the instruction delivered within the program.

However, if there are other reading assessments that are in place on the school, district, or state level, they can be used in conjunction with Discovery assessments to measure progress and identify areas that require specific types of instruction.


Types of assessments in an rti mtss framework
Types of Assessments in an RtI/MTSS Framework

  • Screening

  • Diagnostic Assessments

  • Progress Monitoring Assessments

  • Outcome Assessments


Some examples
Some Examples

  • Developmental Reading Assessment (DRA)

  • Dynamic Indicators of Basic Early Literacy Skills (DIBELS) or other Curriculum-Based Measurement (CBM)

  • Basal assessments

  • Running Records

  • Writing Assessments


Objectives of today s presentation3
Objectives of Today’s Presentation

We discussed…

  • the purpose, design, and administration of each type of assessment available in Reading Horizons Discovery direct instruction materials as well as the software.

  • how to use results from these assessments to guide instruction.

  • the relationship of Reading Horizons Discovery assessments to other assessments used to evaluate reading progress.



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