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Classroom/Counselor Assessments. Catherine Portia Jordan. Assessments. DIBELS. Otis-Lennon. WISC. ACCESS. DIBELS. D ynamic I ndicators of B asic E arly L iteracy S kills. Purpose.

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Classroom counselor assessments

Classroom/CounselorAssessments

Catherine

Portia

Jordan


Assessments
Assessments

DIBELS

Otis-Lennon

WISC

ACCESS


Dibels
DIBELS

Dynamic Indicators of Basic Early Literacy Skills


Purpose
Purpose

  • designed to identify students that are experiencing difficulty with basic literacy skills in order to prevent the manifestation of reading difficulties

  • There are five essential skill areas of early literacy that DIBELS are designed to measure

  • The student will be assessed in a short 10 or 15 minute session on the area that is appropriate to the students’ age

http://dibels.org/dibels.html


Five essential skills
Five Essential Skills

  • Phonemic Awareness: hearing and using sounds

  • Alphabetic Principle and Phonics: letter and sound correspondence

  • Accurate and Fluent Reading: reading easily and quickly with few mistakes

  • Vocabulary: understanding and using a variety of words correctly

  • Comprehension: understanding what was read

http://dibels.org/dibels.html


Who takes the test
Who takes the test?

Students in Kindergarten through 6th grade

http://dibels.org/dibels.html


Who administers the test
Who administers the test?

- Teachers -

However, the resources are available online allowing anyone to print copies and administer the test.

http://dibels.org/dibels.html


Public s interest
Public’s Interest

  • The scores are not grouped or published since the test measures the skills of individual students

  • As a result, no real interest has been recorded other than that of individual teachers and school systems.

  • For example, the only teacher at my current school using DIBELS is the literacy coach.

http://dibels.org/dibels.html


Results of assessment
Results of Assessment

There are no results to report on since the test measures the skills of individual students and are not published.

http://dibels.org/dibels.html


Access
ACCESS

Assessing Comprehension and Communication in English State-to-State for English Language Learners


Access1
ACCESS

Assessing Comprehension and Communication in English State-to-State for English Language Learners


Purpose1
Purpose

  • Designed to measure English Language Proficiency

  • Five English Language Proficiency Standards:

    • Social & Instructional Language

    • Language of Language Arts

    • Language of Mathematics

    • Language of Science

    • Language of Social Studies

http://public.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Assessment/Pages/ACCESS-for-ELLs.aspx


Who takes the test1
Who takes the test?

Test forms are divided into 5 grade-level clusters:

Kindergarten

Grades 1-2

Grades 3-5

Grades 6-8

Grades 9-12

http://public.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Assessment/Pages/ACCESS-for-ELLs.aspx


Tiers of access
Tiers of ACCESS

Within each grade-level cluster (except Kindergarten), ACCESS for ELLs consists of three forms:

Tier A (beginning)

Tier B (intermediate)

Tier C (advanced)

This keeps the test shorter and more appropriately targets each students' range of language skills.

http://public.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Assessment/Pages/ACCESS-for-ELLs.aspx


Continued
…continued…

Each form of the test assesses the four language domains:

Listening

Speaking

Reading

Writing


Who administers the test1
Who administers the test?

Test administrators are designated by the state that contracts the use of the assessments.

The test administrators must go through face-to-face and/or online training with required annual training updates.

http://public.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Assessment/Pages/ACCESS-for-ELLs.aspx


Public s interest1
Public’s Interest

The scores are not grouped or published since the test measures the skills of individual students and as a result no real interest has been recorded other than that of individual teachers and school systems.

http://public.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Assessment/Pages/ACCESS-for-ELLs.aspx


Results of assessment1
Results of Assessment

There are no results to report on since the test measures the skills of individual students and are not published.

http://public.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Assessment/Pages/ACCESS-for-ELLs.aspx


WISC

Wechsler Intelligence Scale for Children


Purpose2
Purpose

  • WISC is an individually administered intelligence test for children between the ages of 6 and 16 inclusive that can be completed without reading or writing.

  • It generates an IQ score which represents a child’s general cognitive ability.

  • Not only used as an intelligence scale, but also a clinical tool

    • Some practitioners use it to diagnose ADHD and learning disabilities

http://www.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=015-8979-044


5 composite scores can be derived from this test
5 Composite Scores can be Derived from this Test…

  • Full Scale IQ (represents the overall cognitive ability)

  • Verbal Comprehension Index

  • Perceptual Reasoning Index

  • Processing Speed Index

  • Working Memory Index


New subsets
New Subsets

  • Word Reasoning—measures reasoning with verbal material; child identifies underlying concept given successive clues.

  • Letter-Number Sequencing—measures working memory; child is presented a mixed series of numbers and letters and repeats them numbers first (in numerical order), then letters (in alphabetical order).

  • Cancellation—measures processing speed using random and structured animal target forms (foils are common non-animal objects).


Continued1
…continued…

Matrix Reasoning—measures fluid reasoning; child is presented with a partially filled grid and asked to select the item that properly completes the matrix.


Continued2
…continued…

Picture Concepts—measures fluid reasoning, perceptual organization, and categorization (requires categorical reasoning without a verbal response); from each of two or three rows of objects, child selects objects that go together based on an underlying concept.


Who administers the test2
Who administers the test?

- Teachers -

It takes 65-80 minutes.

Raw scores can be entered into a scoring assistant program to produce the comprehensive interpretive report.

http://www.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=015-8979-044


Public s interest2
Public’s Interest

The scores are not grouped or published since the test measures the skills of individual students and as a result no real interest has been recorded other than that of individual teachers and school systems.

http://www.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=015-8979-044


Results of assessment2
Results of Assessment

There are no results to report on since the test measures the skills of individual students and are not published.

http://www.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=015-8979-044


Olsat
OLSAT

Otis Lennon


Purpose3
Purpose

  • Used to determine students’ ability

    • Are they working up to their highest ability?

  • Tests their problem solving skills

  • Can also be used to screen students for gifted program

  • Tested on five different levels – two are verbal and three are non-verbal

    • Verbal comprehension

    • Verbal reasoning

    • Pictorial reasoning

    • Figural reasoning

    • Quantitative reasoning


Who takes the test2
Who takes the test?

Available for grades Pre-K – 12

http://www.thinktonight.com/About_the_OLSAT_s/247.htm


Who administers the test3
Who administers the test?

- Teachers, Administrators, Counselors -

Administered in groups except for preschool which is done individually or one-on-one

Test format is multiple choice and timed for 1 hour


Public s interest3
Public’s Interest

Likes

  • Preferred more at some schools because of low cost compared to other IQ assessments

  • Easier to administer

    Dislikes

  • Pre-K students are more aware they are being tested since the test is administered one-on-one, which can affect scores.

  • Test does not penalize the test taker for guessing answers which questions if the test assessed the student’s actual ability.


Results of assessment3
Results of Assessment

There are no results to report on since the test measures the skills of individual students and are not published.


References
References

  • http://dibels.org/dibels.html

  • http://public.doe.k12.ga.us/Curriculum-Instruction-and-Assessment/Assessment/Pages/ACCESS-for-ELLs.aspx

  • http://www.wida.us/assessment/ACCESS

  • http://www.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=015-8979-044

  • http://www.abekatesting.org/AbilityTests/OtisLennonSchoolAbilityTest.aspx?AspxAutoDetectCookieSupport=1

  • http://www.thinktonight.com/About_the_OLSAT_s/247.htm

  • http://www.giftedjourney.com/Otislennon.html


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