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Psychology

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Apr 3, 2024

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State Reading Assessments Name: Kofo Odediran Date: 10/25/2023 Definition of Terms Many terms are used to describe student reading achievement. In order to understand the results of reading assessments, you will need to know what these terms mean. Complete the following in the chart below: 1. Provide a clear definition for each term. Definitions should not be copied and pasted into the chart—each definition should be written in your own words. 2. Fully demonstrate your understanding of each term by providing a specific, detailed example of how it might be applied in a classroom. The first term— benchmark— has been done for you as an example. T ERM D EFINITION E XAMPLE Benchmark EXAMPLE: Benchmark testing is a means of initially assessing a student’s achievement level (typically BOY) and then reassessing (typically MOY and EOY) in order to measure academic growth over the course of the school year(s) in comparison to grade-level expectations. EXAMPLE: All fifth graders at Greene Middle School are given an oral reading fluency (ORF) assessment three times per year—BOY, MOY, and EOY. At each point, a student’s reading rate is compared to the target benchmark rate for the corresponding point of the fifth-grade year. Students who have reading rates far below the benchmark receive targeted, Tier-2 intervention. Progress Progress monitoring is assessing As soon as a student joins the

Monitoring progress toward a target based on rates of improvement from frequent (typically weekly or biweekly) assessments of specific skills. class, it is best to establish a baseline to compare their future progress to. The baseline can be establishing this baseline through verbal assessments, observations and/or conversations with the child’s parent or guardian. Leveled Books/Guided Reading Level Leveled Books or Guided Reading Levels (GRL) are a system of grading books based on their difficulty level to help teachers match students with proper texts for their reading abilities. The teacher conducts guided reading sessions with each group. During these sessions, students read the selected book while the teacher provides support and instruction. The teacher might discuss the book's themes, guide students through difficult sections, or ask questions to check comprehension. Lexile Score Lexile Score is a valuable tool that teachers use to match students with appropriate reading materials. The teacher monitors the student's progress, reassessing their Lexile level periodically. If the student's reading skills improve, the teacher provides them with more challenging texts. If the student struggles, the teacher might provide additional support or lower-level texts. During a unit on mythology, a teacher could assign different versions of the same myth to different students based on their Lexile levels, ensuring that all students can engage with the material at a level that's appropriate for them. State Reading Assessments The chart below includes a space for the formative reading assessment you select from the list provided in the instructions and the state’s required IREAD-3 summative assessment. You may use the terms from the assignment’s background information and from the first chart (e.g., ORF, benchmark, etc.) as you complete the three columns with the following information for each assessment: 1. Describe the assessment,

2. List the specific reading skills it assesses, and 3. Explain how the data from the assessment are used in the classroom. For #2 above, use the five areas of the National Reading Panel ( https://lincs.ed.gov/publications/pdf/PRFbooklet.pdf ) found in Put Reading First (phonemic awareness, phonics, fluency, vocabulary, and comprehension). An example has been done for you using the DIBELS assessment. A SSESSMENTS D ESCRIPTION S PECIFIC R EADING S KILLS A SSESSED H OW D ATA A RE U SED DIBELS (Dynamic Indicators of Basic Early Literacy Skills) EXAMPLE: Research-based assessment used to determine a student’s level of early literacy skills. EXAMPLE: Assesses foundational reading skills such as letter recognition, sounds of letters in words (decoding & phonemic awareness), oral reading fluency (ORF), vocabulary, and text comprehension. EXAMPLE: In the classroom, DIBELS can be used as a BOY/MOY/EOY benchmark assessment to initially measure and then monitor the progress of students’ literacy skills. Results can be used to pinpoint students’ areas of need, identify at-risk readers in need of Tier-2 intervention, and track all students’ progress over time. FAST ASSESSMENTS Florida Assessment of Student Thinking (FAST) Progress-monitoring assessment for reading that is administered for students in pre- kindergarten through 10th grade. FAST is used to establish a baseline and see mid-year results of how students are progressing. The results are for informational purposes and should be used to identify areas that may need Students in Grade 3 must achieve a Level 2 or higher on the third exam of the Grade 3 FAST ELA Reading Assessment for promotion purposes.

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