Assessment Tools for Secondary RtII The Pennsylvania Department o. Education defnes .our types o. assessments within the Pennsylvania Standards Aligned System: summative, .ormative, diagnostic, and benchmark.
" Summative Assessment seeks to make an overall judgment o. progress made at the end o. a defned period o.
instruction. Assessments may occur at the end o. a school level, grade, or course, or are administered at certain grades .or purposes o.
state or local accountability. These are considered high-stakes assessments and the results are o.ten used in conjunction with No Child Le.t Behind (NCLB) and Adequate Yearly Progress (AYP). They are designed to produce clear data on the student 9s accomplishments at key points in his or her academic career.
Summative assessment measures the extent to which students meet, .all short o., or exceed the expected standards. " Formative Assessment is defned as classroom-based assessment that allows teachers to monitor and adjust their instructional practice in order to meet the individual needs o. their students.
Formative assessment can consist o. .ormal instruments or in.ormal observations. The key to unlock the power o.
.ormative assessments is in how the results are used. Results should be used to shape teaching and learning. Black and Wiliam (1998) defne .ormative assessment broadly ... more. less.
to include instructional .ormats that teachers utilize to get in.orma- tion, that when used diagnostically alter instructional practices and have a direct impact on student learning and achievement.<br><br> With this defnition, .ormative assessment may encompass questioning strategies, active engagement check-ins, (such as response cards, white boards, random selection, think-pair-share, popsicle sticks .or open-ended questions, and numbered heads) and analysis o. student work based on set rubrics and standards including homework and tests. Further, assess- ments are .ormative when the in.ormation is used to adapt instructional practices to meet individual student needs as well as providing individual students with corrective .eedback that allows them to reach set goals and targets.Ongoing .ormative assessment is an integral part o.<br><br> e..ective instructional routines that provide teachers with the in.ormation they need to di..eren- tiate and make adjustments to instructional practice in order to meet the needs o. individual students. " Diagnostic Assessment ascertains, prior to instruction, each student 9s strengths, weaknesses, knowledge, and skills in specifc academic areas.<br><br> Having this in.ormation allows the instructor to remediate students and adjust the curriculum to meet each pupil 9s unique needs. " Benchmark Assessment provides .eedback to both the teacher and the student about how the student is progressing towards demonstrating profciency on grade level standards. Well-designed benchmark assessments: 1) measure the degree to which students have mastered a given concept; 2) measure concepts, skills, and/or applications; 3) are reported by re.erenc- ing the standards, not other students 9 per.ormance; 4) serve as a test to which teachers want to teach; 5) measure per.ormance regularly, not only at a single moment in time.<br><br> This assessment inventory includes a list o. assessments, their intended purposes, and selected characteristics o. the instruments.<br><br> The inventory is not an exhaustive listing, but rather a compilation o. tools o.ten utilized to assess the literacy skills o. secondary students.<br><br> Literacy Assessment Tools for Use With Students Grades 4 Through 12 The .ollowing assessments are appropriate .or use with older students. Review in.ormation may be obtained by sources listed at the bottom o. the page.<br><br> The inventory was compiled .rom material .rom the National Center on Response to Intervention and Pennsylva nia 9s Standards Aligned System (SAS). ASSESSMENT PURPOSE GROUP/ INDIVIDUAL AGE/GRADE RANGE TEST LENGTH SKILLS ASSESSED PUBLISHER Phonology (p) or Decoding (d) Fluency Vocab Text Comp Other Acuity Benchmark Group Grades 3-8 Varies depending on test construction X CTB McGraw Hill www.ctb.com AimsWeb (R-CBM & MAZE) Progress Monitoring/ Formative Group or Individual K-8 1 to 5 min. X X Aimsweb www.aimsweb.com Assess2Know Benchmark Group Grades 2-8 30-50 min.<br><br> X Riverside www.riverpub.com Basic Reading Inventory - 9th Edition Screening Individual Grade K & higher Varies depending on subtest X (p) and (d) Concepts about Print Kendall/Hunt Publishing Company www.kendallhunt.com Clinical Evaluation o4 Language Fundamentals (CELF-4) Diagnostic Individual Ages 5-21 30-60 min. X Harcourt Assessment www.pearsonassess.com Comprehensive Test o4 Phonological Processing (CTOPP) Diagnostic Individual Ages 5-24 30 min. X (p) Memory & Rapid Naming ProEd www.proedinc.com CORE: Assessing Reading and Multiple Measures (2nd Edition) Screening/ Diagnostic/ Progress Monitoring Group or Individual Grades K-12 Varies depending on subtest X (p) and (d) X X X Some subtests are available in Spanish Arena Press www.corelearn.com Critical Reading Inventory Diagnostic Individual Grades Pre-K-12 X Allyn & Bacon, 2008 www.pearsonhighered.com Degrees o4 Reading Power (DRP) Screening/Diagnostic Group or Individual Grades 1-12 Untimed X TASA Literacy www.tasaliteracy.com Developmental Reading Assessment 2 (DRA) Diagnostic Individual Grades K-8 Untimed X X Pearson www.pearsonschool.com Diagnostic Assessment o4 Reading 2nd ed (DAR) Diagnostic Individual Ages 5-Adult Untimed 30-40 min.<br><br> X (p) and (d) X X X Riverside www.riverpub.com Diagnostic Online Reading Assessment (DORA) Diagnostic Individual Grades K-12 Varies X (p) and (d) X X X Curriculum Associates www.curriculumassociates.com 3 4 ASSESSMENT PURPOSE GROUP/ INDIVIDUAL AGE/GRADE RANGE TEST LENGTH SKILLS ASSESSED PUBLISHER Phonology (p) or Decoding (d) Fluency Vocab Text Comp Other EdCheckup Progress Monitoring/ Formative Individual Grades K-8 1-5 min. X (p) X X EdCheckup www.edcheckup.com Expressive One Word Picture Vocabulary Test Diagnostic Individual Ages 2 -18 10 -15 min. X ProEd www.proedinc.com Gates-MacGinitie Reading Test (GMRT-3) Diagnosis Group Grades K-12 75-100 min.<br><br> X X Riverside Publishing www.riverpub.com Gray Diagnostic Reading Tests - 2nd Edition (GDRT-2) Screening/Diagnostic Individual Ages 6-14 45-60 min. X (d) X X Letter Knowledge, Concepts about Print ProEd www.proedinc.com Gray Oral Reading Test (GORT-4) Diagnostic Individual Ages 6-18 20-30 min. X X www.proedinc.com www.pearsonassessments.org/gort Group Reading Assessment and Diagnostic Evaluation (GRADE) Diagnostic Group or Individual Pre-K - Adult 45-90 min.<br><br> X (p) and (d) X X www.pearsonschool.com GRADE Fluency Indicator (supplemental) Diagnostic Individual Grades K-12 10-15 min. X Pearson www.pearsonschool.com Iowa Test o4 Basic Skills (ITBS) Summative Group Grades K-8 X X Spelling, Mechanics, Math, Social Studies, Science Riverside www.riverpub.com Kau4man Test o4 Educational Achievement (KTEA II) Summative Individual Ages 4-Adult 30-80 min. X X Writing, Math AGS Publishing www.pearsonschool.com Lexia Comprehensive Reading Test (C.R.T.) Screening/Diagnostic Individual Grades K-12 20-30 min.<br><br> X (p) and (d) X X X Word recognition Lexia Learning Systems, Inc. www.lexialearning.com Lindamood Auditory Conceptualization Test III, (LAC III Test) Screening Individual Ages 5-18/Grade 11 10 min. X (p) www.lindamoodbell.com Monitoring Basic Skills Progress (MBSP) Progress Monitoring/ Formative Group by computer Grade 1 and above 1 to 10 min.<br><br> X Math www.proedinc.com Nelson-Denny Screening/Diagnostic Individual Grade 9-Adult 35 min. X X X Riverside Publishing www.riverpub.com Oral and Written Language Scales (OWLS-3) Diagnostic Individual Ages 3-21 45-90 min. AGS Publishing www.pearsonschool.com Peabody Picture Vocabulary Test (PPVT-III) Diagnostic Individual Ages 2-90 10-15 min.<br><br> X AGS Publishing www.pearsonschool.com 5 ASSESSMENT PURPOSE GROUP/ INDIVIDUAL AGE/GRADE RANGE TEST LENGTH SKILLS ASSESSED PUBLISHER Phonology (p) or Decoding (d) Fluency Vocab Text Comp Other PA 4 Sight Benchmark Screening/ Benchmark Group Grades 3-11 60 min. reading/ 60 min. math X Reading & Math www.success4orall.com PSSA Summative Group Grades 3-8, Grade 11 Untimed X Reading & Math www.pde.state.pa.us Scholastic Reading Inventory (SRI) Progress Monitoring/ Formative Individual or Group Grades 1-12 40-60 min.<br><br> X X X Scholastic Inc. http://teacher.scholastic.com Slosson Oral Reading Test - Revised (SORT-R) Screening Individual Pre-K - Adult 4-5 min. X Slosson Educational Publications Inc .<br><br> www.slosson.com Standardized Reading Inventory, 2nd Edition (SRI-2) Diagnostic Individual Ages 6-14 30-90 min. X X ProEd Publishing Co. www.proedinc.com Stan4ord Diagnostic Reading Test (SDRT-4) Diagnostic Group Grades K-13 85-120 min.<br><br> X X Harcourt Assessment www.pearsonassess.com Stan4ord Achievement Test - 10th Edition (SAT-10) Summative Group Grades K-12 X Math, Spelling, Science, Social Studies Harcourt Assessment www.pearsonassess.com STAR Reading Diagnostic Grades K-12 X Renaissance Learning, http://www.renlearn.com/ System to Enhance Educational Per4ormance (STEEP) Screening/ Benchmark Individual Grades 1-5 Grades 6-12 1 min. X Grades 1-5 X Grades 6-12 www.isteep.com Terra Nova - CAT (2nd edition Terra Nova; 6th edition CAT) Summative Group Grades K-12 X X Math, Science, Social Studies CTB McGraw Hill www.ctb.com Test o4 Language Development-Intermediate: 3 (TOLD-I:3) Diagnostic Individual Ages 8-12 30-60 min. X Pro-ed www.proedinc.com Test o4 Phonological Awareness Skills (TOPAS) Screening/Diagnostic Individual Ages 5-10 15-30 min./ Untimed X (p) Oral reading levels ProEd Publishing Co.<br><br> www.proedinc.com Test o4 Reading Comprehension (TORC - 3) Screening Individual or Group Ages 7-17 30-90 min. X X Content area vocabulary in math, social studies, & science ProEd www.proedinc.com Test o4 Silent Contextual Reading Fluency (TOSCRF) Screening Group Ages 7-19 3 min. X Printed words, syntax, mor- phology, word and grammar knowledge ProEd www.proedinc.com Test o4 Silent Word Reading Fluency (TOSWRF) Screening Group or Individual Ages 6-17 3-10 min.<br><br> X ProEd www.proedinc.com 6 ASSESSMENT PURPOSE GROUP/ INDIVIDUAL AGE/GRADE RANGE TEST LENGTH SKILLS ASSESSED PUBLISHER Phonology (p) or Decoding (d) Fluency Vocab Text Comp Other Test o4 Word Knowledge (TOWK) Diagnostic Individual Ages 5-17 25-40 min. X ProEd www.proedinc.com Test o4 Word Reading E ciency (TOWRE) Screening Individual Ages 6-24 5-10 min. X ProEd www.proedinc.com Test o4 Adolescent and Adult Language (TOAL-3) Diagnostic Individual Ages 12-24 1-3 hrs.<br><br> X Listening, Speaking, Writing ProEd www.proedinc.com Wechsler Individual Achievement Test-II (WIAT-II) Diagnostic Individual K-Adult 90 min. X (d) X X Spelling, Writing, Oral Language Riverside www.riverpub.com Woodcock Diagnostic Reading Battery (WDRB) Diagnostic Individual Ages 2-Adult 5-10 min per subtest X (p) and (d) X X Oral Language Riverside www.riverpub.com Woodcock Johnson Test o4 Academic Achievement (WJ III) -- Standard Battery Diagnostic Individual Ages 2- Adult 1-3 hrs. X X X Math, Written Language Riverside www.riverpub.com Woodcock Johnson Test o4 Academic Achievement (WJ III) -- Extended Battery Diagnostic Individual Ages 2-Adult 1-3 hrs.<br><br> X (p) and (d) X X Math, Written Language Riverside www.riverpub.com Woodcock Reading Mastery Test (WRMT-R/NU) Diagnostic Individual Grades K-16 10-30 min. per cluster X (p) and (d) X X AGS Publishing www.pearsonschool.com Word Identifcation and Spelling Test (WIST) Diagnostic Individual Ages 7-18 40 min. X (d) Spelling ProEd www.proedinc.com Yearly Progress Pro Progress Monitoring/ Formative Individual Grades 1-6 1-3 min.<br><br> X X X McGraw-Hill www.mcgrawhill.com References: 1. Rathvon, N. (2004).<br><br> Early Reading Assessment: A Practitioner 9s Handbook. New York, New York: The Guil.ord Press. 2.<br><br> Buros, O. K. (1978).<br><br> The Eighth Mental Measurements Yearbook. Vol. I and II, Highland Park, N.<br><br> J.: The Gryphon Press. Pennsylvania Value Added Assessment System (PVAAS): While not an assessment, PVAAS provides measures o. growth on cohorts o.<br><br> students and projections to .uture per.ormance on the PSSA .or individual students; and provides important in.ormation in the design and implementation o. instruction, interventions, and supports in Ti ers 1, 2 and 3. Schools are encouraged to access PVAAS in.ormation through the Pennsylvania Department o.<br><br> Education 9s website, or PVAAS sites at: www.educa tion.state.pa.us, https://pvaas.sas.com and http://www.iu13.org/CommunityRegionandState/Pages/PVAAS.aspx. 2/10