Classroom & Counselor Assessments

1. Classroom & CounselorAssessments Amber Narczewski & Holly Kent ECED 4100-02

2. DIBELS ASSESSMENTDynamic Indicators of Basic Early Literacy Skills

3. DIBELS: Dynamic Indicators of Basic Early Literacy Skills) Purpose of the Assessment: • Helps educators identify students who may need additional literacy instruction • Integral part of most RTI programs • Used for universal screening and progress monitoring in grades K-6 • Students tested 3 times a year • Helps identify students needs in order to become a proficient reader

4. DIBELS: Dynamic Indicators of Basic Early Literacy Skills) Who Administers the Assessment? Who Takes the Assessment? Students in grades Kindergarten through sixth grade in the subject of literacy • Teachers • Support staff • Trained volunteers • Education assistants

6. EXAMPLE OF DIBELS RESULT REPORT

8. DIBELS: Dynamic Indicators of Basic Early Literacy Skills) Public’s Interest of Assessment • Helps teachers identify where their student stands and what needs to be done to increase their reading skills • Others feel that it is a great tool to assess students and challenge their abilities • Helps identify students who need extra assistance in reading • Helps parents and teachers determine what steps need to be taken to ensure student is receiving appropriate education

9. OTIS-LENNON ASSESSMENT(OLSATS)

10. OTIS-LENNON ASSESSMENT Purpose of the Assessment: A test of abstract thinking and reasoning ability taken by pre-kindergarten through 18 year olds. • provides a marker for measuring individual year-to-year progress • some teachers may find it helpful for inferring individual educational needs • economical way to widely assess gifted and talented candidates at a young age. • Measures certain cognitive skills needed for successful learning such as: analysis, synthesis, and evaluation

11. OTIS-LENNON ASSESSMENT Who Administers the Assessment Who Takes the Assessment Students from kindergarten and up take the test. It measures abilities, but not academic content such as math and language arts. Not all students are required to take this test. • This type of assessment is group administered with the exception of those at the preschool grade level

12. OTIS-LENNON ASSESSMENT OTIS-LENNON Sample Test Question:

13. OTIS-LENNON ASSESSMENT Public’s Interest in Assessment Assessment Results Parents are given scores that represent the Percentile Rankings  gifted placement is oftentimes set to 98% or above. A percentile ranking between 95% and 98% can qualify a student for a consideration of other information - achievement testing and/or teacher referrals. • considered more reliable for younger grades. • It is less expensive than standard IQ tests so it is used more widely. • The test tends to be less accurate for older students

14. WISC ASSESSMENT: Wechsler Intelligence Scale for Children

15. WISC ASSESSMENT Purpose of the Assessment • Measures intelligence and cognitive abilities. • Helps physicians and psychologists diagnose ADD/ADHD , achievement, memory, adaptive behavior, emotional intelligence, and giftedness. • This test is not given to every student.

16. WISC ASSESSMENT Who Administers the Assessment? Who Takes the Assessment? This is an intelligence test administered individually for students 6-16 years old. (Individually Administered) • It’s given individually by psychologists and doctors. • used not only as an intelligence test, but as a clinical tool. • Some practitioners use it to diagnose ADHD and learning disabilities.

17. WISC ASSESSMENT Sample Question from WISC Assessment

18. WISC ASSESSMENT Public’s Interest in Assessment Results Report is given to parent shows verification of child’s needs & highlights areas of giftedness gives advice and recommendations to parents on how they can improve their child’s learning Parents receive results within 10 days of their child taking the assessment • Identifies student’s abilities and disabilities in spelling, word reading, and numerical operations • one of the most reliable and valid assessments that measures cognitive ability • Provides objective documentation of student’s learning abilities

19. ACCESS ASSESSMENT Assessing Comprehension and Communication in English State-to-State for English Language Learners

20. ACCESS ASSESSMENT Purpose of the Assessment • determine the English language proficiency level of students • provides districts with information that will help them evaluate the effectiveness of their ESOL programs • provides information that can improve instruction and learning in programs for English language learners • assess annual English language proficiency gains

21. ACCESS ASSESSMENT Who Administers the Assessment? Who Takes the Assessment? ACCESS for ELLs is administered annually to all English language learners in Georgia • Teachers • Counselors • Other qualified education personnel

22. ACCESS ASSESSMENT Sample Question from ACCESS Assessment:

23. ACCESS ASSESSMENT Public’s Perspective Assessment Results/Scoring This test measures social and academic abilities, bridging the gap between non-English speakers and the students in English speaking schools. Can be scored under one of 6 categories: Entering Beginning Developing Expanding Bridging Attained • Some find that the questions on a comprehensive test might be too easy, making it boring, while others would be exactingly hard, making it frustrating. • It is important to avoid both possibilities to achieve a reliable test.

24. REFERENCES Bloom, T. (n.d.). Child Assessment: IQ Testing. Retrieved from http://www.sydneychildtesting.com.au/iq_testing.html Gwinnett County Public Schools, (2012). Assessing Comprehension and Communication in English State-to-State for English Language Learners (access for ells). Retrieved from website: http://www.gwinnett.k12.ga.us/gcps-mainweb01.nsf/pages/ACCESS National Library of Medicine, (2007). Administration Time Estimates for Wechsler Intelligence Scale for Children-iv subtests, composites, and short forms. (17211870). Retrieved from website: http://www.ncbi.nlm.nih.gov/pubmed/17211870 The Otis-Lennon School Ability Test. (2012). Retrieved from http://www.thinktonight.com/About_the_OLSAT_s/247.htm What Are Dibels?. (2012). Retrieved from http://dibels.org/bros/DIBELSbrochure_0407.pdf UO Dibels Data System. (2012). Unpublished raw data, University of Oregon, Retrieved from https://dibels.uoregon.edu/data/