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Assessment

Assessment. SPCD 587 Sept. 10 and 17. Questions to Consider. How do you design individualized, comprehensive instruction? How can you determine where to begin instruction?

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Assessment

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  1. Assessment SPCD 587 Sept. 10 and 17

  2. Questions to Consider • How do you design individualized, comprehensive instruction? • How can you determine where to begin instruction? • What kinds of information might you want to discover through literacy/reading assessment and what do you do with this information? ? • How do you find assessment tools that are appropriate for students with more significant disabilities or those with sensory or physical challenges?

  3. Model of Silent Reading Comprehension(K. Erickson, based on Cunningham, 1993) Language Comprehension Word Identification Knowledge of Text Structures Mediated Knowledge of the World Automatic Print Processing Eye movement Inner Speech Print-to-Meaning Links Integration

  4. Before Beginning Assessment • Ensure maximum access to print/picture/logo/writing materials, etc. • Positioning • Assistive technology/aug com needs • Sensory issues that require modification of materials (e.g., increasing size of print or picture)

  5. Organizing Assessment: Areas to Evaluate • Language Level* • Level of language or communication (intentional? Symbolic?) • Mode of communication (e.g., speech, sign, PECS, other or combination • Vocabulary level (e.g., Peabody Picture Vocabulary) • Listening (receptive) and speaking (expressive) vocabulary • Early or Emergent Literacy: Understanding of print • Symbol recognition (if appropriate) • Might include sight words or be limited to concrete objects, photographs, or picsyms • E.g., Concepts About Print; Early Literacy Checklist

  6. Organizing Assessment: Areas to Evaluate • Word Recognition Skills: Automatic & Mediated • Letter name/sound knowledge; single words; words within connected text; includes phonics skills (decoding) • E.g., running records w/ miscue analysis, Informal Reading Inventories (IRI); standardized instruments, such as W-JR or Brigance; CBM; GDRT

  7. Organizing Assessment: Areas to Evaluate • Listening & Reading comprehension • E.g., Informal Reading Inventories; Gray Diagnostic Reading Test; story re-telling checklists; story grammar maps • Reading fluency • E.g., CBM procedures using fluency norms • Writing (composing text) • E.g., rubrics or classroom based assessments • Attitudes toward literacy • E.g., Reading attitude surveys; observations, interviews

  8. Defining Assessment Accommodations • Accommodations are changes in the way a student takes a test, without changing the actual test itself. • access to the test, but does not make the test content easier.

  9. Accommodations Categorization • Presentation: Read test/directions, reread, cues, prompts, clarification, templates, markers, secure paper to desk, and magnification/amplification devices • Response: Verbal response, pencil grips, special paper, technology, scribe, and pointing, eye gaze, provide word processor • Timing: Frequent breaks and extended time • Scheduling: Over time and over sub-test • Setting: Preferential seating, separate locations, specialized setting, adaptive or special furniture

  10. Using Accommodations During Assessments • Accommodations should be familiar to the students • Review the IEP • Document the accommodations used • Successful and unsuccessful

  11. Evaluating What Students Understand About Print • Examples: Concepts About Print Checklist of Early Literacy

  12. Checklist for Assessing Early Literacy Development (D. Katims, 2000) Name: Date:

  13. Attitudes Toward Literacy • Parent and student interviews • Observation

  14. Phonological Awareness • Example: Yopp-Singer, Dibbles • Also see reading for next week (Copeland & Calhoon for additional ways to assess with students with complex communication needs)

  15. Phonological Awareness Diagnostic Assessment Form • Adaptations for: • Awareness of Rhyme • Awareness of Alliteration • Ability to Blend and Segment

  16. Evaluating Word Recognition • Word Recognition Skills: Automatic & Mediated • Letter name/sound knowledge; single words; words within connected text; includes phonics skills (decoding) • E.g., running records w/ miscue analysis, Informal Reading Inventories (IRI); standardized instruments, such as W-JR or Brigance; CBM; GDRT

  17. Reading (Word Recognition) Levels • Independent level • Recognize minimum of 99% of words/comprehend 90% • Instructional level • Recognize minimum of 95% of words/comprehend 75% • Frustration level • Recognize less than 90%/comprehend less than 50% • Listening comprehension level • Comprehend 75% of material read to her/him

  18. Running Records • Method of assessing oral reading skills • Looking at student’s errors (and analyzing to see what types they are): • self-corrections, • repetitions and re-readings, • hesitations, and • requests for help

  19. Running Records • Use material at student’s instructional level • Record student performance on top line/text on bottom line • Calculate % of errors • Can also examine comprehension w/ running records by using re-tellings, summarizing, etc.

  20. Miscue analysis – method to examine types of errors student is making (using info from running record) • Use materials at independent or instructional level • List errors made and categorize according to type of error • Semantic (meaning related) • Graphophonic (visual, phonic) • Syntactic • Self-corrected • Nonword • Calculate % for each type of error

  21. Informal reading inventory (IRI) • Assess student’s reading level and reading and listening comprehension • Graded Word Lists (single words) • Graded Reading Passages • Reading comprehension • Listening Comprehension

  22. Interpreting IRI • Difference between listening and instructional levels • Difference between instructional/frustration levels • Differences between word recognition and comprehension • Word recognition in context vs. in isolation • Reading strategies used • Reading rate, hesitations, repetitions • Background knowledge • Type of comprehension questions student answered/missed

  23. Reading Fluency • Calculate rate (# of correctly read words/time) • Also observe phrasing (chunking), hesitations, prosody (stress and intonation)

  24. Reading Fluency • Word by word reading Reads in phrases • Too slow or too fast  Appropriate pacing • No expression  Appropriate expression • Not aware of punctuation  Aware of punctuation • Poor sight word recognition  Automatic sight word recognition

  25. Assessing Writing • Don’t forget to include this in a comprehensive assessment of a student’s literacy skills! • Teacher-made rubrics and checklists • (See handout)

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