Introducing the Basic Achievement Skills Inventory (BASI ™)

1. Introducing the Basic Achievement Skills Inventory (BASI ™)

2. The BASI Philosophy: From Assessment to Instruction to Learning Collect Information for each student Evaluate Progress Administer Assessment battery Teach Skills Summarize Results

3. Introducing the BASI™ • The BASI™ (Basic Achievement Skills Inventory) assessments are a series of versatile, multi-level, norm-referenced achievement tests that help measure math,reading and language skills for children and adults. The tests also yield criterion-referenced information.

4. The BASI™ series includes • The BASI-Survey (BASI-S) • AGES 8 to 80 • The BASI-Comprehensive (BASI-C) • Grades 3-12 and adults

5. BASI-Survey • For a detailed description of the BASI-Survey, along with sample reports please open the folder labeled BASI-Survey included on the CD-ROM.

6. Level 2 5th- 6th Grade Level 1 3rd- 4th Grade Level 3 7th- 8th Grade Level 4 9th-12th Grade BASI™ Comprehensive (BASI-C) Measures in-depth academic skills • For students in grades 3-12 • To determine academic strengths • To pinpoint specific learning difficulties • To measure student progress (Form A & B)

7. BASIC ACHIEVEMENT SKILLS INVENTORY-COMPREHENSIVE

8. BASI-Comprehensive Administration time • Reading Total • Vocabulary (10 minutes) • Reading Comprehension (30 minutes) • Written Language Total • Spelling (10 minutes) • Language Mechanics (10 minutes) • Math Total • Math Computation (20 minutes) • Math Application (30 minutes)

9. Administration and scoring options • BASI™ C administration options • Computerized with the Q Local™software • Paper & pencil • Scoring options • Computer scoring with the Q Local™software • Immediately upon administration • Immediately with an attached scanner (using scannable answer sheets) • Mail in scoring service (using scannable answer sheets) • Hand-scoring with carbon-less answer sheets (requires manual for look-up tables-use when a quick estimate of standard scores only is desired or is sufficient).

10. Sensitive to Testing Time (less than 2 hrs) Variety of Administration and Scoring Options Recent Standardization Sample Easy to Understand and compare scores Comprehensive Content Less cost in terms of resources (personnel time) BASI-C Features

11. Determining Academic Strengths and Weaknesses Normative Learning objectives level Progress Monitoring (Forms A & B) Special Education Low floor Screening IEP Transition planning Screening and Evaluation of Gifted Students Good ceiling ESL students Career Counseling College planning Correctional settings Supplemental education Services Research and Program Evaluation Uses and goals

12. Overview of the BASI Subtests

13. Phonological Awareness • Letter/Word Recognition • Word Decoding • Rapid/Fluency-Semantic and Phonological READING • Vocabulary • Reading Comprehension Vocabulary Reading Comprehension

14. Vocabulary Measures skills in recognizing the meaning of wordspresented in isolation or out of context identifying meanings of words within the context of a sentence recognizing synonyms and antonyms solving verbal analogies Reading Comprehension Measures Skills in Literal and Inferential comprehension Consists of passages that a student must read followed by questions relating to: the passage’s main idea sequence of events details about the setting cause and effect relationships predicting outcomes drawing conclusions READING

15. Spelling Measures students’ skills in recognizing correctly spelled and misspelled words Each list of words per test level includes sight words commonly misspelled words words with affixes Language Mechanics Measures students’ knowledge of various grammar and syntax rules Subtest items measure knowledge of skills such as: capitalization punctuation verb forms tense agreement WRITTEN LANGUAGE

16. Math Computation Measures knowledge of the four basic operations dealing with whole numbers, fractions, and decimals as well as the simplification of numerical expressions and algebraic equations Math Application Solving mathematical problems using all basic operations: to read and interpret data presented visually in graphs or tables, to solve problems relevant to measurement principles as they relate to length, weight, volume, perimeter, and money Math

17. BASI Development • Item development • Standardization sample • Psychometric properties • Reliability • Validity

18. Item Development • Creation of the test blue print or test specification matrix • National standards • Item writing and review • Individuals with expertise in respective subject areas. • Teaching experience at various grade levels • Formal item writing training and supervision.

19. BASI-CStandardization sample • 2000 Census (normed on over 4000 students • Form A- Fall 2002 • Form B- Spring 2003 • Stratification variables • Gender • Race/ ethnicity • Socioeconomic level (Parental education) • Region • No adult norms (only criterion-referenced scores)

20. BASI- ComprehensivePsychometric Properties RELIABILITY EVIDENCE • Internal consistency • Test-Retest stability coefficients • Alternate Forms coefficients

21. BASI- ComprehensivePsychometric Properties VALIDITY EVIDENCE--- QUALITY OF INFERENCES. • Content • Relationship to: • group achievement tests • individually administered tests • Performance of: • Special education students • Bilingual students

22. Content validity • The most important evidence for an achievement test. • Must be comprehensive • Sensitive to grade levels it assesses • Allow normative and criterion reference information that will guide further assessments for progress monitoring of targeted interventions. • Have alternate forms to allow follow up assessments.

23. Content Validity- Why bother?

24. Content validity • National standards • Item writers with expertise in respective subject areas. • Numerous cycles of item reviews • Documentation and detail reporting of what was included • Content matching analysis with other tests.

25. BASI™-Content validityLearning Objectives by Level

26. BASI™-Content validityLearning Objectives by Level

27. BASI™-Content validity Learning Objectives by Level

28. BASI™-Content validity Learning Objectives by Level

29. BASI™-Content validity Learning Objectives by Level

30. BASI™-Content validityLearning Objectives by Level

31. Individual student report sample Norm-referencedscores Criterion-referencedinformation

32. Standard scores have a mean of 100 and a SD of 15 to facilitate comparison with individually-administered achievement tests and IQ tests.

33. Interpretive text highlights scores to briefly explain their meaning.

34. Notice what happens to the report when the test is administered untimed. A disclaimer appears at the top of the report, and all the standard scores are grayed-out.

35. However, if the test is timed, but administered with special accommodations, a disclaimer appears but so do all the standard scores.

36. An optional, free Parent’s Report is included with the Student Summary Report. This report simply illustrates the percentile score and labels the performance, and allows space for the examiner’s written comments. A lengthier narrative explains the scores.

37. Q. Why bother studying test content? • Most essential feature in an achievement test • Linking assessment to intervention

38. BASI- C Extensive Content coverage K Individual Achievement Tests BASI-Grades 3-4 BASI-Grades 9-12 BASI-Grades 7-8 BASI-Grades 5-6 12th 30 items 40 items 30 items 30 items 30 items

39. Concurrent validity • Relationship to: • individually administered tests • WIAT-II • WJ-III • group achievement tests • ITBS • TABE • BASI SURVEY

42. BASI™ and other tests • Individually-administered achievement tests • Woodcock Johnson III (WJ-III) • WIAT-II • WRAT-3 • Good tests, but the BASI™ • covers as many or more learning standards and with more items • correlates highly with these tests • doesn’t require one-on-one administration and therefore more cost-effective and convenient • is just as reliable and valid (if not more valid due to in depth content coverage)

43. BASI™ and other tests • Off-the-shelf standardized achievement tests • Iowa Test of Basic Skills (ITBS) • Stanford 10 (SAT10) • California Achievement Test, fifth edition (CAT/5) • Good tests, but the BASI™ • is administered in about half the time • has a higher ceiling than the ITBS • is just as valid and reliable • does not require a locator test • collects NCLB demographics for AYP • is a better value (no hidden costs, free Parent’s Report) • can be administered on-screen and scored locally

46. BASI Comprehensive USE and INTERPRETATION steps within the RtI framework

47. Aug/Sept Dec/Jan May/June Form A Form A Form B Form B State Exams Instruction Universal/Targeted Instruction Universal/Targeted Instruction Universal/Targeted

48. Steps • Administer the BASI Form A as early in the year as possible. • Use the paper or Q-Local administration • Print the individual student reports • Review each student’s performance • Identify areas in need of… (remediation, enhancement) • Inform the student and parents • Inform other stakeholders (principal, others) • Create classroom reports • Export the Q-Local data • Consider intervention or remediation plans • Individual students • Classroom

49. Student Summary Single page report for the student & teacher Standard score Criterion Referenced infor. Parent’s report Optional and Free BASI™ Comprehensive reports

50. Interpretation and inferences • with data • with procedures commonly used • Identification of statistically significant differences • Comparisons with other tests