determining informative student growth on the florida assessments for instruction in reading
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Determining Informative Student Growth on the Florida Assessments for Instruction in Reading. Yaacov Petscher, Ph.D. Director of Research Florida Center for Reading Research. Common Questions. How much growth should occur? What score type should be used for growth?

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determining informative student growth on the florida assessments for instruction in reading

Determining Informative Student Growth on the Florida Assessments for Instruction in Reading

Yaacov Petscher, Ph.D.

Director of Research

Florida Center for Reading Research

common questions
Common Questions
  • How much growth should occur?
  • What score type should be used for growth?
  • Why are students’ PRS scores in Grade 1 decreasing?
  • What do the Reading Comprehension and Word Analysis Ability scores really tell us?
things to discuss
Things to Discuss
  • Review Goals and FAIR Psychometrics
  • Review of FAIR & Score Types
    • How they were derived
    • 2010-2011 changes to FAIR
  • Growth in FAIR subtests
  • Comparison of Growth
goals in assessment k2
Goals in Assessment – K2
  • What do we want to maximize in a screen?
    • Correct classification or base rates
  • Focus on correct classification
    • Cost = higher false positives/false negatives
  • Focus on predictive power
    • Cost = Lower sensitivity
reliability of broad screen
Reliability of Broad Screen

*The Letter Sounds task was more reliable than Letter Names at AP 1; however, due to the restricted range for high risk, a policy decision was made to use the Letter Name task in order to better capture the floor of the distribution. Because the Broad Screen in G2 is a timed task, precision estimates are not reported; however, test-retest reliability was strong (.79-.84).

goals of assessment 3 12
Goals of Assessment – 3-12
  • What do we want to maximize?
    • Reliable estimate of student ability
  • Computer adaptive test (CAT)
    • Allows for individual test creation
    • Limits form effects
    • Difficult to teach to the test
  • Starting students in the CAT
fair k 2 broad screen
FAIR K-2 Broad Screen
  • Each grade has different tasks
    • Kindergarten
    • Grade 1
    • Grade 2
  • Probability of Reading Success (PRS)
    • What does this mean?
    • How can it be used?
slide11

“The Probability of Reading Success (PRS) score predicts the student’s percent chance of being at or above grade level by the end of the year based on the performance for that assessment period (AP) and time of year. The 40th percentile on the SESAT (K) or SAT-10 (grade 1 and 2) is the cut point for grade level performance.The PRS can be used descriptively to compare class, school, or district level performance from one AP to the next. “

analyzing student progress
Analyzing Student Progress
  • Make descriptive comparisons
    • <85% PRS
      • Was there a change in PRS?
        • Yes – YAY!
          • Did they shift zones?
        • No – Look at TDI information and examine progress
    • >=85% PRS
      • Did the student remain the “green zone”?
      • Grade 1 question…
slide16
RC Screen

Helps us identify students who may not be able to meet the grade level literacy standards at the end of the year as assessed by the FCAT without additional targeted literacy instruction. 

Mazes

Helps us determine whether a student has more fundamental problems in the area of text reading efficiency and low level reading comprehension. 

Word Analysis

Helps us learn more about a student\'s fundamental literacy skills--particularly those required to decode unfamiliar words and read accurately. 

Purpose of Each 3-12 Assessment

percentiles
Percentiles
  • Raw score transformation that indicates the rank of the student compared to others of the same grade
    • Does not denote mastery (criteron-referencing) but relative performance
standard scores
Standard Scores
  • Standardized scores are derived from raw scores to compare one student’s performance on a test to the mean of all other students at that grade
  • Mean = 100, SD = 15, Range = 55-145
ability scores
Ability Scores
  • Similar to standard scores!

......but different!

  • Mean = 500, SD = 100, Range = 200-800
slide22

Reading

Comprehension

Mazes

Word Analysis

AP Score

PM score

AP Score

PM score

AP Score

PM score

student

lexile

score

student

lexile

score

Percentile

rank

WAAS

Percentile

rank

Adj. Maze

SS

FSP

SS

RCAS

%ile & SS

why not fsp
Why not FSP?
  • FSP includes previous FCAT
  • Differential calculation of FSP
  • Student may gain in FAIR Reading but not change FSP
gain score analyses
Gain Score Analyses
  • Simple difference scores
  • Only students who were in all APs
  • Only within the testing window
  • Only for consistent grade students
analyzing student progress1
Analyzing Student Progress
  • Unlike K-2 we have Ability Scores
    • Determine if score type is AP or PM score
  • AP score
    • <85% FSP
      • Was there a change in FSP?
    • >=85% FSP
      • Did the student remain the “green zone”?
  • PM score
    • Examine AS in light of state results
    • Did ability score increase for the student?
changes to rcas
Changes to RCAS
  • New passages and linking
    • Range of scores for RCAS & Lexile changing
  • RCAS 2009-2010
    • 200-800
  • RCAS 2010-2011
    • 150-1000
  • Uncapped Lexile 2009-2010
    • 220L – 1735L
  • Uncapped Lexile 2010-2011
    • 225L – 2105L
next steps
Next Steps
  • Analyzing specific growth targets
  • Is there merit in knowing the gain scores?
  • Working with JRF to provide guidelines to districts/schools
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