Wonders Assessment Handbook

Grade K–6

Assessment Handbook Grade K–6

Assessment Handbook www.mheonline.com/readingwonders

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Send all inquiries to: McGraw-Hill Education 2 Penn Plaza New York, New York 10121 B Copyright © The McGraw-Hill Companies, Inc. Assessment Handbook Part One–Assessment Options One–Assessment Part Portfolio Assessments Informal ReadingInventory Running Records Fluency Assessment Benchmark Assessments Curriculum-Embedded Assessments Writing Reading Comprehension Vocabulary Spelling Oral ReadingFluency Phonics andDecoding Letter Naming andSight Word Fluency Phonemic Awareness Assessments DARC TPRI DIBELS Next Progress Monitoring Assessments Placement andDiagnostic Assessment Assessment Options Chart Assessment Overview Table ofContents

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Table ofContents

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61 41 37 39 72 72 38 77 35 78 76 58 55 42 36 49 46 56 40 34 44

Assessment Handbook Assessment Handbook

Reading Self-Assessment Checklist Checklist Reading Self-Assessment Table of Contents Table the Year – Starting Grades Intermediate Results and Unit Test Class Weekly Checklist Reading Observations (DIBELS Next version) version) (DIBELS Next the Year – Starting Grades Primary (TPRI version) the Year – Starting Grades Primary Reading Portfolio Reflections Reflections Reading Portfolio Rubric Reading Portfolio the Year – Starting Grades Primary Recording Forms Forms Recording Assessment Glossary Accommodations Accommodations Intervention to Response Using Anchor Papers Making Instructional Decisions Decisions Instructional Making Testing High-Stakes Forming Groups Groups Forming Assessment Opportunities Feedback Using Multiple Measures Measures Using Multiple the Information Managing List of Included Forms List of Included Part Three–Additional Resources Part Two–Using Assessment to Guide Instruction Guide to Assessment PartTwo–Using

2 Copyright © The McGraw-Hill Companies, Inc. • • within thispopulation,generalized measures are unableto highlight reliability. following its curriculum’sscope andsequence––andare appropriate for test-takers mastery ofthe curriculum. referenced andexamined to aid inthetest’s ability to reliably show progress through/ However, indesigning theblueprints anditem specifications, external assessments were • • interpret theresults, andthenusethatinformation for instructionalplanning.Itwill The purposeofthishandbook isto helpyou managetheuseofmultipleassessments, Overview Assessment Overview Assessment Handbook Since theprogram assessments pertain to aspecific-population––students in student mastery andprogress. measure how well thestudents understand theskills andprovide areliable portrait of because the questionsreflect theskills astheyare taught intheprogram. Theitems alignment model. Theconstruct validity ofthe Wonders approaches associated with high-stakes testing. K–6 curriculum;easyto manage; anddesigned Our assessmentoptions are phonological awareness, phonics,vocabulary, fluency,andcomprehension. students’ instructionalneeds. Theymeasure thecritical components ofreading: The assessments includedwithin theprogram will helpyou gatherdata to address Reading Wonders Assessments • • • What isAssessment? resource for addressing your students’ needs. provide you with basicdefinitionsandclearguidance onhow test scores can beauseful

mastered, hence theneedto assessthe skills. not intended to measure a singleunderlyingconstruct. teacher intervention to helpthestudentdevelop theskill. Item-Total: Items are tiedto specificskills thatthestudentmayor nothave Split-Half: Items are tiedto skills; there isnoothersetdistribution. Internal Consistency (Cronbach’s alpha):Theitems are tiedto specificskills andare Test-retest: Students who getitems wrong would becandidates for somelevel of unit orcourse ofinstructionto measure outcomes, orhow muchstudents have learned. assessments, Summative group placement decisions. information aboutstudents’ mastery ofskills to assessments, Formative information issystematically collected, scored, andrecorded. know andcan do. Assessments can bebothformal andinformal, aslong asthe Assessment istheprocess ofsystematically gatheringevidence aboutwhat students assessments useexistingtesting designs astheirvalidity structure and •

Assessment Overview such asOral ReadingFluency assessments, provide ongoing such asUnitAssessments, are conducted attheendofa grounded inresearch;

Reading Wonders to familiarize students with items and

help you make instructionalandsmall aligned with the assessments ishigh Reading Wonders Wonders,

• Give How to Individually Individually Individually Individually Give When to G1–Beginning, Middle & End of School Year K–Middle & End of School Year G1–3–Every 4 Weeks 6 to until Mastery Needed on Skills G4–6–Only as Needed K–Middle & End of School Year G1–Beginning, Middle & End of School Year G2–3–Only as Needed K–Beginning, Middle & End of School Year G1–Beginning of School Year K–Middle & End of School Year Test Type of Type Assessment Handbook Assessment Handbook Screening Screening Progress& Monitoring Screening Screening Progress& Monitoring Screening Progress& Monitoring Screening Progress& Monitoring Grades K–6 K–3 K–1 K–1 Assessment Options Reading Reading Measured Component Component Fluency Phonics Phonological Phonological and Phonemic Awareness Fluency Test Name Test Sight Word Sight Word Fluency Phonics Survey Phonological Phonological Awareness Subtests Phonemic Awareness Subtests Naming Letter Fluency

Component Component Assessment Placement and Diagnostic Assessment Assessment Options Assessment 4 Copyright © The McGraw-Hill Companies, Inc. Assessment Options Assessment Handbook Assessment Diagnostic and Placement Assessment Assessment Component Assessment Writing Reading of Assessment McLeod Index Strategy comprehension Meta- Tests Comprehension Language Scale Verbal Critchlow Spelling Developmental of Inventories Inventory Reading Informal Fluency Reading Oral Test Name

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Assessment Options Spelling Comprehension Reading Fluency Genre Writing Genre Comprehension Reading Comprehension Reading Comprehension G2–6–Reading Comprehension GK–1–Listening Vocabulary Component Measured Reading Assessment Options Assessment K–6+ 1–6 K–6 1–6 2–6 2–6 K–6 K–6 Grades

Monitoring & Progress Screening Diagnostic Monitoring & Progress Screening Screening Screening Screening Screening Screening Type of Test of School &End Middle Beginning, G1–6+– School Year of K–End as Needed Year & School of Beginning Year of School &End Middle Beginning, G2–6– Year School of End & G1–Middle Year School of End Middle, and Beginning, 2–6: Grades Year School of &End Middle 1– Grade School Year of Beginning Year of School &End Middle Beginning, G2–6– School Year of Beginning K–6– Year of School &End Middle Beginning, G1–6– Year School of End & K–Middle Year When to to When Give or in Groups in or Individually Individually Individually Group Group Groups in or Individually Teacher By GK–1–Read Group Individually How to to How Give pages 160–161 pages Fluency Norms, National Information Additional Additional 5 Copyright © The McGraw-Hill Companies, Inc. Additional Information National Norms, Fluency page 5 Assessment Options

• Give How to Individually Individually Individually Individually Give When to Beginning, Beginning, & Middle End of School More Year, if Frequently 50th below Percentile Beginning, Beginning, & End Middle Year, of School Depending on Level Grade Beginning, & End Middle Year, of School Depending on Level Grade of Beginning Year Test Type of Type Assessment Handbook Assessment Handbook Screening Screening Progress& Monitoring Screening Screening Progress& Monitoring Screening, Diagnostic Progress& Monitoring Diagnostic Grades 1–6 K–6, in Spanish & English K–3, in Spanish & English 2–5, in Spanish & English Assessment Options Reading Reading Measured Component Component Fluency, Vocabulary, Comprehension Reading Comprehension Oral Reading Fluency Phonological Phonological Awareness, Phonics, Oral Reading Fluency, Vocabulary, Comprehension Phonological Awareness, Phonics, Oral Reading Test Name Test Inventory DARC Diagnostic Assessment Reading of Comprehension Oral Reading Fluency Assessments DIBELS Dynamic of Indicators Early Basic Literacy Skills TPRI Primary Texas Reading Component Component

Assessment Assessment Fluency Fluency 6 Assessment Options Assessment Copyright © The McGraw-Hill Companies, Inc. Assessment Options Assessment Handbook Assessments Weekly Books Benchmark Records/ Running Assessment Assessment Component Selection TestsSelection Assessment Level Weekly Approaching– Assessment Weekly Assessments Fluency Reading Oral Test Name •

Assessment Options Comprehension, Reading Strategies Vocabulary Comprehension, Reading Strategies Vocabulary Comprehension, Reading Fluency Reading Oral Vocabulary Selection Component Measured Reading Assessment Options Assessment 1–6 2–6 1–6 K–6 Grades

Monitoring Monitoring Progress Monitoring Progress Monitoring Progress Monitoring & Progress Diagnostic, Screening, Type of Test Each Student Each Student of End At the Instruction of Week Each of End At the Instruction of Week Each of End At the Weak is Skill Frequently if More Year, of School &End Middle Beginning, Selection Anthology When to to When Give Group Group Group Individually How to to How Give Information Additional Additional 7 Copyright © The McGraw-Hill Companies, Inc. Additional Information Assessment Options

Give • How to Group Group Give When to At theAt End of each Unit of Instruction Middle & End School of Year Test Type of Type Diagnostic, Progress Monitoring Outcome & Outcome Assessment Handbook Assessment Handbook Grades K–6 K–6

Assessment Options Reading Reading Measured Component Component

Reading Comprehension Vocabulary Strategies, Elements, Literary Features, Text Grammar, Mechanics & Usage, Writing Comprehension Comprehension Skills Vocabulary Strategies, Elements, Literary Features, Text Grammar, Mechanics & Writing Usage, Test Name Test Benchmark Assessments Unit Assessments Component Component

Assessment Benchmark Assessments Unit Assessments 8 Assessment Options Assessment Copyright © The McGraw-Hill Companies, Inc. student. Theassessments are than oneassessmentperreading component, you can selectthebestmeasure for each vocabulary/spelling, fluency,writing,andcomprehension for grades K–6.Withmore This book includesassessments for phonemic/phonological awareness, phonics, Placement andDiagnostic Assessment Assessment Handbook • • • How to interpret theresults categorizing students into two groups: requirements. Theyallow you to identify whichstudents are atriskofreading failure by These are briefassessments thatare individually administered andhave minimaltime What isaScreening Assessment?

reading strengths andweaknesses. with theDiagnostic assessmentto determine thefullscope ofastudent’sacademic requirement exists, thenthere isreally noneedto administer aScreening test. Begin likely, reading atorabove grade level. assessment. Move right into thecore reading instruction.Thesestudents are, most by ahigh score ontheScreening test, there isnoneedto administer aDiagnostic academic need to beaddressed. Thisgroup ofstudents issometimes called Screening test score, administer aDiagnostic test to identify whichspecificskills Some districtorstate departments require allstudents to take aDiagnostic test. Ifthis If astudentdoes If astudentneedsadditionalinstructiononthetested skills, asindicated by alow • • • • •

Those whoare performing ataproficient level orhigher. Those whoneedadditionalinstructiononthetested skills. usable for group placement. administered individually oringroups; and for diagnostic, screening, andprogress monitoring purposes;

failure . not needadditionalinstructiononthetested skills, asindicated •

Assessment Options

• Assessment Handbook Assessment Handbook

Use the information to help form small, flexible groups and to inform instruction. inform and to flexible groups small, help form to Use the information A screening test will tell you, for example, that a student has a weakness in that a student has a weakness example, for you, tell will test A screening A test administered to those students who appear to be at risk of failing to read, read, to be at risk of failing appear to who those students to administered A test A detailed assessment that pinpoints a student’s strengths and weaknesses. weaknesses. and strengths a student’s that pinpoints assessment A detailed of one hour to a minimum requires often and items, several that includes A test the test depending on or in groups, individually be administered that can A test comprehension. A diagnostic test shows you that the student understands what understands that the student you shows test A diagnostic comprehension. From in a story. the sequence of events identifying mean but has trouble the words additional instruction in the provide need to that you know you this information sequence of events.” “identify strategy comprehension and the age of the student. the student. and the age of instruction. or need additional administer. Some diagnostic tests for young students can be given in sections on in be given can students young for tests diagnostic Some administer. days. consecutive

10 • • • the results interpret to How • • • Placement and Diagnostic Assessment Assessment Diagnostic and Placement Assessment? is a Diagnostic What Copyright © The McGraw-Hill Companies, Inc. • • What isaProgress Monitoring Assessment? Progress Monitoring Assessments Assessment Handbook • • • How to use theresults • • •

skills, orananalysis ofastudent’sstrengths andweaknesses. This and possibleremediation. scores or grades. Theinformation shouldbeusedto plan future instruction recorded. weeks, dependingonwhichspecificProgress Monitoring test you select. Use theresults to provide feedback to students onhow theyare progressing. are These Use theresults to helpguide instructionaldecision-making. A test thatisbothsystematic andongoing,with results thatare documented and A test thatisadministered frequently: every week, every two weeks, orevery six A test thatisgiven individually orinagroup. A test thatisusuallyquickandeasyto administer andscore. An informal orformal assessmentusedto guide instruction.

feedback can take theform ofwritten andoral comments related to specific formative assessments; theyprovide real information, notjust •

Assessment Options

less

DIBELS between between Placement Assessment Options

• pages 72 and 73):

pages 74 and 75): . Students who read who read . Students

Wonders. progress monitoring progress Placement and Diagnostic Placement and Diagnostic and every six weeks for students students for six weeks and every . For . For Oral Reading and Retell Fluency (1–6) Reading and Retell Oral Fluency (K–1) Word Nonsense Wonders.

Assessment Handbook Assessment Handbook • • to some risk

pages 92–99). screening we provide the information needed to align both align needed to information the provide we Placement and Diagnostic Assessment Placement and Diagnostic

TPRI (pages 22–24) TPRI (pages Placement and Diagnostic Assessment Placement and Diagnostic and 6 and, go, has, he, like, see, the, we, you, one we, and, go, has, he, like, see, the, (Dynamic Indicators of Basic Early Literacy Skills) Literacy Early of Basic Indicators (Dynamic –

pages 100–123) to identify students below benchmarks and goals as goals and benchmarks below students identify pages 100–123) to . correctly could be candidates for further instruction. for be candidates could correctly low risk low

Phoneme Segmentation Fluency (K–1) Segmentation Phoneme First Sound Fluency (K) Sound First Sight Word Fluency ( Fluency Word Sight Letter Naming Fluency ( Fluency Naming Letter Students will not be asked to complete this full assessment until closer to the end of the to closer full assessment until this complete to not be asked will Students from words list of ten following the read to may ask students you However, the year. the assessment— than 6 Note whether students reach the recommended FALL benchmark score as a benchmark score FALL the recommended reach students whether Note of student readiness. consideration Placement and Diagnostic Assessment Placement and Diagnostic

at 12 • administer When to for and end of year middle, Beginning, benchmark norms, administer below student scores with on subtests periods, screening as identified students for weeks two every Description fluency short, one-minute These are monitoring. and progress screening Use for difficulties. at risk of reading students that identify measures • phonemic awareness, and oral fluency assessments ( fluency assessments and oral phonemic awareness, Assessment at-risk candidates. DIBELS Next At the start of Grade 1, Letter Naming Fluency and Sight Word Fluency assessment Fluency Word and Sight Naming Fluency 1, Letter of Grade At the start be used to can awareness of phonological in subtests and performance benchmarks be administered 1 can of Grade at the mid-point at risk. Students students help identify assessments fluency reading oral (pages 46–69) and phonemic awareness from subtests ( from subtests Fluency, Word Sight administered be 2 and 3 can in Grades Students • progress through Grade K, subtests from phonological awareness (pages 37–45) can be can (pages 37–45) awareness phonological from K, subtests Grade through progress instruments. used as additional screening • Next (pages 17–21) (pages Next may assessment, you a specific screening not recommend or district does state If your in available options screening use the program to wish to assessments screening following using the consider of Kindergarten, At the start instruction. As students of more who may be at risk and in need students identify Options forOptions K use with should you assessment screening the identify districts school or Most states use the that you Next or TPRI. It is recommended such as DIBELS students, your In at-risk students. identify to state assessment in your screening approved Assessment, and Diagnostic DIBELS Next DIBELS Assessment Monitoring and Progress Screening Copyright © The McGraw-Hill Companies, Inc. TPRI K Option for Screening, andProgress Diagnostic, Monitoring Assessment TPRI Assessment Handbook monitoring subtests more frequently for skills thatare “still developing.” Administer subtests atthebeginning,middle, andendoftheyear. Administer progress When to administer and Skipping Charts” provided inthemanual. K–1 andcan begroup-administered for grades 2–3;subtests follow the“Branching Rules The Screening subtests are administered 1:1.TheInventory isadministered 1:1ingrades How to administer • • • as well asabook ofIntervention Activities. The Description

End Year of Middle Year of Beginning of Year of Beginning first-, second-, andthird-grade students’ progress inreading fluency. longer to administer butcan begiven to groups ingrades 2 and3. reading to experiencesuccessinreading anddo notneedto befurtherdiagnosed for The TPRIProgress Monitoring for Beginning Readers (PMBR)™can helpyou measure The Inventory sectionhelpsyou identify strengths andweaknesses. Thesetests take The Screening subtests provide aneasyway to identify students whoare likely When toscreen TPRI

student has “developed.” has student This is referred to “Jumping-In.” as thatconcepts are “still developing.” You to not need revisit do that tasks a Inventory,For and end-of-year the middle- for administer only tasks (Texas Primary ReadingInventory) contains

difficulties. – 3

screening, •

Assessment Options TPRI Link to Reading to Wonders Link TPRI inventory ( Unit 9 Unit 4 Unit mid-year Start Kindergarten Teacher Tips diagnostic

Assessment Options

• 5 – Assessment Handbook Assessment Handbook Teacher Tips Teacher (Diagnostic Assessment of Reading Comprehension) of Reading Assessment (Diagnostic

This test is especially helpful for measuring the reading comprehension helpful measuring especially for reading the is skills test This Learners. Language English of focuses on measuring four critical components of comprehension for students students for of comprehension components critical on measuring four focuses classroom.

14 When to administer When to in arrives or when a new student year the beginning of the school at Administer the the listening section only. Next, have the student read, or listen, to a section of one of a section of one to or listen, the student read, Next, have section only. the listening explain why s/he questions about the section, and to or “no” “yes” answer stories, two that section and adds and re-reads back The student then goes chose the answer. and of the story copy the paper the student is given Finally, the task. another section to not know. or that s/he does not real that are words identify to asked The test is administered 1:1. The English DARC is administered by a native English a native by is administered 1:1. The English DARC is administered The test administration, test entire The Spanish speaker. a native by DARC the Spanish speaker, the student’s responses. capture to is tape-recorded 45 minutes, which usually takes story a practice the student read Have sections. and reading includes listening DARC takes then s/he in the story, words or more on eight an error the student makes If aloud. (4) knowledge integration. The tests are designed to measure central comprehension comprehension central measure to designed are tests The integration. (4) knowledge or Proficiency of English Language levels high minimizing the need for while processes of the test. Spanish versions English and parallel are There ability. decoding administer to How DARC Description DARC and access, (3) knowledge inferencing, (2) text memory, 3–5: (1) text in grades DARC 3 for Option Grades Assessment Diagnostic Copyright © The McGraw-Hill Companies, Inc. words by substitutingonephonemefor anotherto make anewword. Substitute Phonemes to Make NewWords by addingaphoneme to aword to make anewword. Add Phonemes to Make NewWords and produce anewword. final sound,first soundofaconsonant blend,embedded soundofaconsonant blend–– CORE Phoneme Deletion Test sounds. Segment Words into Phonemes form words. Blend Phonemes to Produce Words Match Phonemes (phonemes) inaword. Isolate and Pronounce Phonemes (phonemes) andcount thesounds. Count Phonemes (or This sectionconsists of9subtests. Ascore of4orhigher oneach 5-item assessment Distinguish Longfrom ShortVowels Phonological Awareness Subtests (K–1) The following assessments closely target skill strengths andweaknesses. Phonological andPhonemic Awareness Assessments Phonemic Awareness Assessments Assessment Handbook and shortvowels. Phonemic Awareness Subtests (K–3) to form aword. Blend andSegment Onsets andRimes multi-syllabic words. Blend Syllables Segment andCountSyllables Produce Rhyming Words Recognize Rhyming Words (or This sectionconsists of5subtests. Ascore of4orhigher oneach 5-item assessment

assessment section)indicates proficiency with theskill. assessment section)indicates proficiency with theskill. results. test in pronunciation may Differences affect examiner and the students. It to is especially aware be important the between in dialect differences of assessestheability to combine syllablesto form compound and assessestheability to break aword into its separate sounds assessestheability to recognize the samesoundsindifferent words. •

Assessment Options assessestheability to produce rhymes. assessestheability to recognize words thatrhyme. assessestheability to delete phonemes––initial sound, assessestheability to count syllablesinaword. assessestheability to break aword into its separate assessestheability to recognize individual sounds assessestheability to combine phonemesto Teacher Tips assessestheability to distinguish between long assessestheability to manipulate soundsinwords assessestheability to combine onsets andrimes

assessestheability to manipulate soundsin

• and the assessment. Grade K and Grade 1 and Grade K Grade assessment. Fluency Assessment 1) – 1) Assessment Handbook Assessment Handbook – and the is a one-page individually administered administered individually is a one-page Teacher Tips Teacher progress monitoring progress is similar to the Letter Naming Fluency Assessment Naming Fluency the Letter to is similar Placement and Diagnostic Assessment Diagnostic Placement and and encountered.

screening books. decoding skills enhances the flexibility and opportunity and decoding enhances flexibility the understand skills to new are that words Teaching primary-grade students to memorize extensive lists of lists sight words primary-grade extensive students memorize to Teaching one distract from of primary the may of identifying goals beginning reading: Mastering decoding and effortlessly. and rapidly words words within letters Letter Naming Fluency Assessment Naming Letter Placement and Diagnostic Assessment Placement and Diagnostic

16 oral reading accuracy formula: total number of words read minus number of errors minus number of errors read number of words total formula: accuracy reading oral reading using oral be interpreted can Scores read. number of words total by divided in both is available assessment, in the same form, This fluency assessment guidelines. the Description The some words. read” “sight able to of fluency is being benchmarks One of the first Fluency Assessment Word Sight are words sight of the alphabet, 60 high-frequency of letters instead but in format, and the student individually is administered The test aloud. read to students for provided using the calculated are Scores as possible. as many words read to one minute is given form, is available in both the is available form, Assessment (K Assessment Fluency Word Sight Description The It is a of the alphabet. letters and uppercase lower- selected randomly assessment with timed one-minute assessment, in the same This identified. and Spring are Winter, Fall, the for benchmarks Letter Naming and Sight Word Fluency Word Sight and Naming Letter (K Assessment Fluency Naming Letter Copyright © The McGraw-Hill Companies, Inc. This phonicsassessmentprovides information thatcan beusedto quickly Description Standard Survey, Phonics Version (PS)(K Phonics andDecoding Assessment Handbook that skill. Thescores ineach sectionare percentage ofcorrect responses. Ascore of80%inanysectionindicates mastery of Count thenumberofcorrect responses for each individual task andrecord the Interpreting thescores spring, to monitor growth. administer itatregular intervals, suchasapre-selected week inthefall, winter, and the classroom asaquickscreener andaguide to instructionalgrouping. You can also Administer thisassessmentatthebeginningofyear orwhenanewstudententers When to administer instruction. one. Thestudentdoes nothave to take theentire test to gettheinformation neededfor the chosentask istoo easy,ortoo difficult,move thestudentto amore appropriate Place thestudentintask inwhichthestudentseemsto have fairly strong skills. If How to administer ranging from letter namesandsoundsto prefixes andsuffixes. progress knowledge ofphonicsskills, provide instructional( performance in reading. performance Survey wastoThe Phonics an be indicator not designed grade-level of orimprovement over time. Thetest includes10tasks ofincreasing difficulty •

Assessment Options Teacher Tips not

combined to calculate atotal score. diagnostic – 6) ) direction, and screen monitor

Assessment Options

• screening, diagnostic, screening, Placement and Diagnostic Diagnostic Placement and Assessment Handbook Assessment Handbook 6) – books can be used as can books Teacher Tips Teacher assessments, depending on how they are administered and administered are they depending on how assessments, reading.

Fluency Assessment and progress monitoring progress Students who become who Students fluency proficient their in assessment scores may fluency-building additional provide to engage peer in administration practice.

18 materials, the student needs to be assigned to fluency-building practice activities. practice fluency-building to be assigned the student needs to materials, frequently using cold reads from on-grade level curriculum material. level on-grade from reads using cold frequently the scores Interpreting (WCPM) and check it per minute correct the student’s number of words Calculate the 50th If a student’s WCPM is below Norms chart. against the National Fluency grade-level from readings unpracticed of two score using the average percentile comprehension. Note comments about the responses on the recording sheet. on the recording about the responses comments Note comprehension. administer When to to year, and end of the school assessment at the beginning, middle, the Administer more also be administered can ORFs guidance. instructional provide and to growth show How to administer to How unseen passage, or “cold 1:1, using a previously timed test one-minute each Administer on the recording any errors record you the passage while student reads The read.” Afterward, word. the first when the student reads stopwatch your start to sure Be sheet. on information provide to questions orally comprehension the the student answers and/or of the reading a timed do students having by measured is Student performance scored. further assess to also available are table Rubric and scoring A Prosody passage. selected oral the quality of the Description be It can comprehension. reading affects it directly because is important Fluency at the activities specific fluency-building with explicit training through improved in the presented The ORF passages level. student’s fluency Assessment Oral Reading Fluency Reading Oral (1 (ORF) Fluency Reading Oral Copyright © The McGraw-Hill Companies, Inc. There are three Inventories ofDevelopmental Spelling:onefor primarystudents in Description Inventories ofDevelopmental Spelling (K Spelling Assessment Handbook different reading groups. your students’ word knowledge can alsoguide your thinking aboutthecomposition of vowel patterns, andthejunctures andmeaningparts ofwords. Whatyou learnabout Spelling are usedto planandorganize instructioninword study andspelling:phonics, Correctly Planning Chart. Theforms provided with theInventories ofDevelopmental the Feature Guide andthePlanningOrganization Chartor(2)theWords Spelled After you collect thepapers, you can score theminoneoftwo ways, usingeither(1) Interpreting thescores Administer thisassessmentanytime ofyear. When to administer sessions. Make sure to collect enougherrors to beableto determine astage ofspelling. depends onyour purpose,andyou maywish to divide theadministration into different grade), insmallgroups, andindividually. How manywords you askstudents to spell words inarow. Theseassessments can beadministered to thewhole class(by second break thelistinto parts andstop theassessmentwhen students have missedseveral a natural voice. Readthesamplesentence andsaytheword asecond time. You may or prepare aform with thenumbering andalinefor theirnames. Sayeach word in the test. Provide paperandhave students write thenumbers down theside ofthepage, about words, reading, andspelling. Theyshouldnotstudythesewords before taking Tell students thatknowing more abouttheirspellingwill helpyou to teach themmore How to administer classified asfalling into particulardevelopmental stages ofspelling. in phonics,spelling,andmorphology. Through thisexamination, students’ skills can be students’ spellingerrors, openawindow to understanding whattheyare ready to study word study. Thewords andword patterns spelledcorrectly, aswell asthequalitiesof students are learningaboutandwhattheyare ready to studyintheirspellingand in grades 6–8andabove. Thefocus oftheseinventories isto examine whatwords grades

that you will this not grade on them activity. the words inStudents advance not study the students test. should of Assure K–3, onefor elementary students in grades 1–6,andonefor upper-level students •

Assessment Options Teacher Tips

• Grade 1 Grade 3 Grade 5 Grade 6 Grade 2 Grade 7 Grade 4 Grade K and below Vocabulary Grade Level Grade Vocabulary Assessment Handbook Assessment Handbook Teacher Tips Teacher test is to identify students whose English vocabulary English vocabulary whose students identify is to test screening 1–8 9–12 13–17 18–21 31–34 22–26 27–30 35 and above Number CorrectNumber The scoring scale for this assessment useful not students is scoringThe this for scale for are who Learners. Language English

20 Administer any time that a quick, general picture of a student’s vocabulary is needed. vocabulary of a student’s picture quick, general any time that a Administer the scores Interpreting level. grade the vocabulary identifies given opposites The number of correct How to administer to How of each the opposite give student to the student, asking the to words Read the list of errors. consecutive five after Discontinue provided. are opposites” The “correct word. administer When to determine to should be further evaluated level grade below who score Students Additional deficiency. or a cognitive language skills is due to score whether the low his or her vocabulary. help a student successfully build instruction may be needed to Description of this quick The purpose the student, who is to orally is presented A list of 75 words level. grade is below level of difficulty. ascending order in are words The of the words. the opposites provide to asked Vocabulary Language Scales Verbal Critchlow Copyright © The McGraw-Hill Companies, Inc. The Description Comprehension Tests (K Reading Comprehension Assessment Handbook skill who receive ascore below 80%mayneedadditionalevaluation to determine specific instruction onthegrade level ofthehighest level passagesread successfully. Students achieve ascore of80%–90%correct onthetwo-passage setofquestionsshouldreceive A Scoring Chartisavailable for quickcalculation of percentage correct. Students who Interpreting thescores student’s instructionalreading level. Administer thistest atanytimeoftheyear to provide aquickcheckorrecheck ofa When to administer may beadministered inagroup orindividually for grades 2–6. before thepercent correct islower than80%).For grades K–1,administer thetest 1:1;it will vary, dependingonhow manygrade-level sets astudentreads before stopping (or are provided onananswer key page. Thetest isnottimed,butadministration time read each passagesilently andanswer theaccompanying questions. Correct responses and endwith passagestwo grade levels above, ifapplicable. Directions askstudents to Begin testing with passagesthatare two grade levels below thestudent’scurrent grade You will needto make copies ofthepassagesandquestionsto administer thetest. How to administer indicating thatbothpassagescomprise onecomplete test. comprehension questionsare numbered consecutively across passageswithin aset, comprehension questions,with the numberofquestionsincreasing by grade level. The and informational passages. Each grade-level passageincludesmultiple-choice There isonetwo-passage setpergrade level ingrades 2–6,with bothnarrative instructional reading level; thegrades K–1passagesassesslistening comprehension.

Comprehension Tests weaknesses. level, with begin on-level passages to the overall shorten the test. of length If you are aware that astudent’s reading level is above the current grade •

Assessment Options provide aquick – 6) Teacher Tips

Assessment Options

• 6) – Assessment Handbook Assessment Handbook Teacher Tips Teacher survey provides an indication of whether students are cognitively cognitively are students of whether indication an provides survey summarizing.

screening Use these results to form small groups for differentiated instruction.groups differentiated small for form to results Use these

22 number of items per strategy varies from two to seven. The greater the number of items the number of items The greater seven. to two from varies per strategy number of items on that strategy. instruction time may be needed for the more per strategy, incorrect Administer this survey any time you need to make instructional planning decisions make need to any time you survey this Administer activities. comprehension based on reading the scores Interpreting instruction. The strategy comprehension for information general provide can This survey Students answer the multiple-choice questions silently, individually, or as a group. as a group. or individually, silently, the multiple-choice questions answer Students metacomprehension the choice that identifies indicates key The answer awareness. strategy administer When to as predicting and verifying, purpose-setting, self-questioning, drawing on background on background drawing purpose-setting, self-questioning, and verifying, as predicting and knowledge, administer to How the test. administering before booklets of the test copies make need to will You Description This quick any read they after during, and use before, they strategies of the comprehension aware answers. or wrong no right with 25 multiple-choice questions It includes type of text. such on strategies awareness strategy metacomprehension indicates key An answer Reading Comprehension Reading (4 Index Strategy Metacomprehension Copyright © The McGraw-Hill Companies, Inc. The Description Assessment ofReadingMcLeod Comprehension (2 Reading Comprehension Assessment Handbook grade 2.”Ascore of39–42iscategorized as“late grade 5.” correct ontheelementary level passagesiscategorized asareading level of“late reading grade level for increasing pointranges. For example, ascore of9–14words the blanks. Ascoring criteria key isprovided for bothlevels ofthetest, giving ageneral The student’sscore consists ofthetotal numberofcorrect words thatare filled into Interpreting thescores administered atanytimeoftheyear. the beginningofyear orwhenanewstudententers theclass,butitcan be This test isbestusedasaquick When to administer word thattheythinkbelongs ineach blank.Answer keys are provided. practice passage. Students are asked to read thesentences silently andfill intheone is adjustable ifthenumberofpassagesischanged.You read shortdirections anda administered to agroup orindividually. Itisloosely timedfor about15minutes, which Make copies ofthelevel passagesto distribute to students. Thetest maybe How to administer grade levels. upper elementary, arranged inorder ofdifficulty;theydo notrepresent specificreading passage to supplythemissingwords. There are two sets ofpassages,elementary and to measure reading comprehension. Thestudentmustunderstand thesentences inthe McLeod Assessment comprehension for students who score below who score grade level. for students comprehension poor are of cause deficits the underlying vocabulary or recognition, Verbal Scales, Language the the as such Additional assessments, screening San Diego Quick Assessment of Reading of Ability Assessment San Quick Diego •

Assessment Options usesacloze technique (reading passageswith missingwords) may to help determine fluency, whether word screening Teacher Tips

• to score student work. student score to Assessment Handbook Assessment Handbook Reading Wonders Writing a Narrative Text (CCSS Writing Standards 3 and 4) Standards (CCSS Writing Text a Narrative Writing Writing a Narrative Text (CCSS Writing Standard 3) Standard (CCSS Writing Text a Narrative Writing

• • mid-point of the year. mid-point

24 further instruction or practice and make appropriate grouping or intervention decisions. or intervention grouping appropriate and make further instruction or practice The assessment can be viewed as a baseline of writing performance. As students As students of writing performance. as a baseline be viewed The assessment can later to be compared can this early achievement the program, through progress or improved achievement see if consistent to work and other genre narratives is apparent. achievement need in which students writing attributes identify and weaknesses; student strengths Note to identify instructional needs. In Grade 1, the assessment should be administered closer closer assessment should be administered 1, the In Grade instructional needs. identify to the to the scores Interpreting in writing rubrics provided Use narrative You can structure the assessment as a timed-writing experience or have students craft craft students the assessment as a timed-writing experience or have structure can You a number of days. over their responses administer When to of the year at the start Assessment should be administered 2–6, the Writing In Grades Grades 3–6 Grades administer to How a prompt. writing standards narrative the demands of the CCSS should reflect The prompt levels. specific grade with associated 1–2 Grades Description written crafting with practice students provide to designed was Assessment The Writing texts. source to related responses and text narrative with students provide completed, unit has been the first After Writing Writing Copyright © The McGraw-Hill Companies, Inc. Weekly Assessment Description Weekly Assessments (1 Curriculum-Embedded Assessments Assessment Handbook skill to Add thenumberofitems correct for atotal score andexamine theitems correct per Interpreting thescores when you have completed the fullweek ofinstruction. selection. Administer theWeekly AssessmentorApproaching–Level Weekly Assessment Administer theSelectionTest whenyou have completed theLiterature Anthology When to administer These tests are designed to begroup-administered. How to administer and placement decisions. student progress, identify specificstrengths andweaknesses, andassistwith grouping Use results from theseassessments asaformative assessmenttool to help monitor included inthis choices, andMSRitems are notfeatured. Theoptional constructed response item isnot a numberoftheitems have simpler, more familiar languageinthestems andanswer level andcomprehension ability, the“cold read” passages are setatalower readability, the Weekly Assessment. However, to aid ingainingabetter understanding ofreading Approaching–Level Weekly Assessment element ofperformance-based assessment. students valuable practice usingmultiplestimulito generate awritten response, akey the assessment.) Anoptional constructed response item isincludedaswell to provide items. (For fullfunctionalityoftheTEitems, students needto take theonlineversion of based selected response (EBSR),andpencil-and-paper versions oftech-enhanced (TE) variety offormats: selected response (SR),multipleselected response (MSR),evidence- answer ten items onthefeatured vocabulary strategy andcomprehension skill ina skills andvocabulary strategies. Students read two “cold read” passages. Students Weekly Assessments assess studentunderstanding oftheweekly selectionandthevocabulary. Selection Tests

identify weak areas. Assessment, or some combination throughout the year. Tests,Selection the Weekly the Approaching-Level Weekly Assessment, you focus, your on may instructional to choose administerDepending the

are basedontheLiterature Anthology selections. Multiple-choice items component. features thefollowing components. are designed to assessstudentmastery offeatured comprehension •

Assessment Options –

6) Teacher Tips contains thesameselectionsandfocus as

• . Test items cover reading reading cover items . Test Assessment Handbook Assessment Handbook based groups. based groups. ‑ Reading Wonders Teacher Tips Teacher 6) – include literary and informational texts with questions that focus that focus questions with texts and informational literary include When Unit purposes, Assessments used are grading for tests are the considered assessments. outcome, or summative,

26 The goal of each unit assessment is to evaluate student mastery of previously-taught of previously-taught student mastery evaluate is to unit assessment of each The goal the assessment as a on 80% or higher score to students is for The expectation material. on each 75% or higher score to students is for the expectation score, Within this whole. to available are and anchor papers text, Rubrics, exemplar section of the assessment. responses. written students’ help evaluate When to administer When to a full unit of instruction. completed have you after Administer the scores Interpreting decisions and to place students into small skill into students place decisions and to administer to How sections at the Unit Assessment in one sitting or administer give to choose may You times. different using the sources. using the sources. comprehension, that address standards assessment features performance-based Each Conventions English Language writing, and the use of standard genre skills, research of the goal toward build task questions in each and research (ELC). The stimulus texts instructional make to information provide These assessments the final writing topic. encounter in weekly assessments: SR, MSR, CR, EBSR, and TE. Each unit features a unit features CR, EBSR, and TE. Each SR, MSR, assessments: in weekly encounter Performance-based genre. a previously-taught assessment featuring performance-based and use information sources a thesis based on the generate to ask students assessments the from using information a narrative craft explain this thesis; to the sources from they support a claim that and make in the sources the ideas or analyze text; source Description Unit Assessments unit of in each taught on the main skills grammar, strategies, vocabulary features, text elements, literary skills, comprehension students approaches the same item feature items The test usage. mechanics, and Curriculum-Embedded Assessments Curriculum-Embedded (K Assessments Unit Copyright © The McGraw-Hill Companies, Inc. Benchmark Assessments Description AssessmentsBenchmark (K Benchmark Assessments Assessment Handbook grade-level curriculum increases. Benchmark Assessmentscores shouldimprove over timeasstudents’ mastery ofthe Interpreting thescores performance-based assessments can beadministered atpoints duringtheyear. In Grades 2–6,skills-based benchmarktests can beadministered inmultiplesessions; In Grades K–1,administer Benchmark Assessments inoneortwo sittings. How to administer mandated assessment. progress andmastery aswell asto pointtoward readiness for theend-of-year Performance-based assessments are available for administration to gaugestudent • • • • • • • Items focus onthefollowing key elements: Language Arts standards.

Writing to sources within theparameters ofspecificgenres Command oftheconventions ofstandard Englishlanguage Drafting, editing,andrevising text skills Research Vocabulary acquisition anduse Using text features to access orclarifyinformation Comprehension ofliterary andinformational text actual administration state the end-of-year of standardized or test. the before instruction from topic which further areas benefit might identify administered the state. or by the district items The patterns can incorrect of tests provide can Benchmark advance warning for accountability tests •

Assessment Options can beusedto measure astudent’sknowledge ofEnglish Teacher Tips – 6)

• Assessment Handbook Assessment Handbook book, to support a more frequent frequent support a more to book, Teacher Tips Teacher Placement and Diagnostic Assessment Diagnostic Placement and 6) – book contains passages and fluency record sheets to record record to sheets and fluency record passages contains book percentile on the Oral Reading Fluency Norms Chart means a student is not Reading Fluency on the Oral percentile Average at least two passages to calculate a fluency score. Always use cold a fluency score. Always calculate to leastpassages two at Average increase their fluent do to continue are who need not to Students reads. scores. th Placement and Diagnostic Assessment Diagnostic Placement and Fluency Assessment Fluency

28 clarify instructional decisions. Interpreting the scores Interpreting read number of words based on the total score is a percentage accuracy reading Oral below than 10 words WCPM of more An average noted. and the number of errors the 50 or verify sheet may be used to the fluency record from gathered Data fluently. reading Administer fluency passages at least three times per year as benchmarks for students students for as benchmarks per year times passages at least three fluency Administer frequently more the norms and to fluently according reading who are progress. monitor fluently, to not reading who are students for student’s each record to passage reading each sheet that accompanies Use the record information. of words or parts of words, and hesitations of more than three seconds are errors; self- errors; are seconds than three of more and hesitations of words, or parts of words per correctly read the number of words Calculate not. are and repetitions corrections read. number of words the total from the number of errors subtracting by minute administer When to you to use either book as a source. either book use to you administer to How along passage and follow of a leveled timed reading a one-minute the student do Have insertions Omissions, substitutions, mistakes, errors. marking of the same text, on a copy administration of the test. Each passage includes two comprehension questions to check to questions comprehension passage includes two Each of the test. administration of words the number count easily to a way provide The assessments understanding. for This book correctly. read of words and the number per minute aloud read a student can Naming and Sight the Letter Assessment and Segmentation a Phoneme also contains in the found Assessments Word Description The of aspects and other important rates, accuracy (WCPM), minute per correct words those provided additional passages beyond provides This book fluency. reading oral in the Fluency Assessment Fluency (1 Assessment Fluency Copyright © The McGraw-Hill Companies, Inc. Running Records/Benchmark Books Description Running Records/Benchmark Books Running Records Assessment Handbook alouds. Comprehension isscored onafour-point Comprehension Rubric. score of89%andbelow indicates aFrustrational ReadingLevel, appropriate for read- score of90–94%indicates theInstructionalLevel, appropriate for guided reading. A An accuracy score of95%andupidentifies astudent’sIndependentReadingLevel. A Interpreting thescores document thestudent’sdeveloping reading strategies. Administer RunningRecords every three to four weeks to monitor progress andto When to administer level. student’s reading level. UsetheRetelling Rubricto determine ageneral comprehension made. UsetheConversion Chartto identify theaccuracy rate andto determine a student’s error rate by dividing total numberofwords read by total numberoferrors recording form. Total thenumberofmiscuesandself-corrections; then calculate the substitutions, omissions,andself-corrections usingtheconventions provided onthe but do notprompt thestudentinanyway. Mark each word read accurately andnote passages for levels 30through 80.Readalong silently asthestudentreads thetext There are 30Benchmark Books for levels REBUSthrough 28,and16RunningRecords How to administer with The Benchmark Levels ofthe patterns ofeffective andineffective strategy use. correction rates. Thecueingsystem ofidentifying typesoferrors can helpyou discern frustrational reading levels, aswell ascomprehension andaccuracy, error, andself- and strategy use. Theyhelpdetermine astudent’sindependent,instructional,and DRA, Guided Reading, If a student is stuck and unable to continue, wait 5–10 seconds and then say and then to and unable seconds is continue, wait stuck If astudent 5–10 “Try again.” and say, clear the confusion up confused, seems the word. Ifthe student •

Assessment Options and Running Records/Benchmark Books Reading Recovery helpyou identify astudent’sreading level, style, Teacher Tips

• 6

– Assessment Handbook Assessment Handbook book to help you mark the scoring sheet mark the scoring help you to book Teacher Tips Teacher interpretive.

assessment tool to gather information about a student’s about gather information to assessment tool diagnostic as a IRI Always have the reading passages, recording lists sheets, reading the graded word and have Always determine to passages before beginning. silent ready and oral the both Use should be you efficiently, IRI the administer To level. reading a student’s directions, the passages, questions. and with familiar (Informal Reading Inventory) Reading (Informal

Placement and Diagnostic Assessment Placement and Diagnostic each passage. each

needed.

30 as the for administer When to and year, the beginning of the school at screening, after tool Use the IRI as a diagnostic How to administer to How list word level grade an appropriate with start assessment individually; the Administer to should go back errors two who make Students placement. grade-level determine to one is the instructional level The correct at that level. reading start list and the previous at which the student should is the level This student misses only one word. the where on page 167 in Errors Recognition Word Marking for the Code Refer to begin reading. independent, instructional, and frustrational. There are two fiction and two nonfiction and two fiction two are There and frustrational. independent, instructional, reading. or silent either oral be used for to The passages are level. passages per grade three assess the student’s comprehension: per passage to questions five are There and one one vocabulary, literal, IRI Description Use the levels: reading three The IRI measures accuracy. reading and comprehension Informal Reading Inventory Reading Informal for Option 1 Assessment Diagnostic Copyright © The McGraw-Hill Companies, Inc. • A portfolio isacollection ofstudentwork organized for aparticularpurpose. Building Portfolios Portfolio Assessments Assessment Handbook a Portfolio Rubricto usewhenevaluating students’ portfolios. different applications: adevelopmental portfolio andabestwork portfolio. There isalso The charts thatfollow outlinea portfolio development process anddemonstrate two • • • •

what theyare learning.See page34for asampleReflectionForm. a batandball.Thesekinds ofconnections are important to helpstudents internalize word. Baseballismy favorite sport.” Thestudentmight illustrate thiswith adrawing of activity. For example, astudentmight write, “Ilearnedthat Students needto learnthatitisnotnecessaryto reflect uponanentire lessonor formal journal-style them. Thisreflection can take theform ofanote attached to thework oramore asked to choose certain pieces ofwork from theprevious unit,andthenreflect on when parents visit theschool for an“openschool night.” what thestudenthaslearned.For example, thiskind ofportfolio maybeondisplay samples from thebeginning,middle, andendofthe year. A ReflectionForm can beusedto helpstudents describewhattheyhave learned. Portfolios can beusedto connect students’ learningfrom unitto unit. Students are Portfolios thatare filled with thestudent’sbestwork are usedprimarily for showcasing A portfolio thatshows development contains examples ofthewritingprocess and Portfolios are usedto show development andshow bestwork.

entry. •

Assessment Options

• How will the work be the work will How Assessment Handbook Assessment Handbook Who, besides you and the student, will see and the student, will you Who, besides What work should go into the portfolio? the portfolio? should go into What work At minimum, students should reflect on the work in on the work should reflect At minimum, students Allow students to help you understand what their work what their work understand help you to students Allow rationale for this that matches your purpose. your this that matches for rationale According to your plan, have students fill their portfolio their portfolio fill students plan, have your to According

Decide what information you need, and how you and your your and you need, and how you what information Decide example)?

and 7 until the purpose has been served. and 7 until

Interpret evidence. Interpret of or some way or sticky-notes, sheets, Use student reflection means. for as material use the portfolios can You reflections. their recording too. conferences, teacher-student decisions. and/or evaluation instructional for Use materials 6 Identify elements of portfolio. elements Identify a Perhaps choose? let students you or will work, each specify you Will be collected? student reflections will of both? How combination and review. construction for Plan a process need? What sort of container you many samples do How identified? and other audiotapes, files, computer Will use? you will file) bin, (folder, be time for there When will allowed? be of evidence non-paper pieces upon their work? and reflect review systematically to students Gather evidence. lesson time. as a part of a regular This is usually done samples. work with Set a purpose. a purpose. Set portfolio of your the rest drive that decision Let use it. will students planning. of student. role Define Help of the contents? some they help choose Should their portfolios. a Have evaluate? and uses. users other Identify instruction, group (during pair or Peers and why? Parents? the portfolios, for

1 8 6 7 5 2 3 4

Portfolio Process Planning

Set Purpose

Interpret Evidence Review Process Plan Construction and And Uses And Identify OtherUsers Define RoleofStudent Define Define Elements ofPortfolio Elements Define Gather Evidence Use Decisions for Two Planning the Portfolio of Examples Process

•

Assessment Options grading. for used be not will portfolios The students. the with conferences reading for portfolio the in evidence the use will teacher The primary information. the be will improvement needs what and reading on reflections Student arubric. on based to include what decides student The areader. as progress to support to provide portfolio The student will keep a personal reading The primary decisions are instructional. are decisions primary The learned. has student the what and reflections to share student the asks teacher the At conferences, portfolios. on work Students reflections. their prepare to them for time allow and students, with conferences Schedule reflections. good to write how about alesson(s) Have folders. Make to students. purpose Explain awhole. as portfolio the of contents the for form areflection completes student The A Developmental Portfolio Developmental A EXAMPLE 1 EXAMPLE formative

information

students or parents, and for grading. grading. for and parents, or students with conferences reading for portfolio the in evidence the use may teacher The reading focus on accomplishments. on reflections Student grading. for used is work The arubric. on based work the choose teacher the and student The reader. a as progress for evidence as information to provide portfolio reading work abest keep will student The and outcome decisions. accountability are decisions primary The contents. portfolio to the rubric the applies well, as student the perhaps and teacher, The portfolios. on work Students for grading. used to be criteria the Explain reflections. good to write how about alesson(s) Have work. of selection for rules the Share folders. Make to students. purpose Explain explain the choice. to piece each on reflects Student student. and teacher the by chosen is work The A Best WorkA Best Portfolio EXAMPLE 2 EXAMPLE summative

Assessment Options

• Date: Date: :

Assessment Handbook Assessment Handbook Reading Portfolio ReflectionsReading Sample Student Reflection Sheet for Best Work Portfolio Work Best Sample Student Reflection Sheet for

Here’s how I plan to do that: to do I plan how Here’s This piece shows that I will still need to work on ... on that I will still to work need shows This piece This piece shows that I can (or that I have learned) ... that I have that (or I can shows This piece why.) and tell here, as many things as you can (List I chose this piece of work for portfolio of my work I chose this piece it) (name Name: Name:

Few pieces have a completed have acompleted Few pieces missing. are pieces required Some level. acceptable at are aminimally Pieces sheet. reflection have acompleted pieces Some missing. are pieces required Some period. the for targets learning met has student show Pieces sheet. reflection have acompleted pieces Most included. are pieces required All work. good is it why understands and work good does student show Pieces thoughtful. are most sheet; areflection has piece Each included. are pieces required All work. quality high is it why understands and work quality high does student show Pieces sheet. reflection athoughtful has piece Each included. are pieces required All learning targets for the period. the for targets learning met not has student show Pieces sheet. reflection •

Criteria Assessment Options Reading Portfolio Rubric Reading Portfolio

Comments Date:

• Assessment Handbook Assessment Handbook Measure and Score of evidence Use multiple sources observations). scores, (test The Assessment Process The Assessment of valid and reliable information. and reliable of valid Make Instructional Decisions findings. based on your multiple sources

The third step is to make instructional decisions based on your conclusions. on your instructional decisions based make is to step The third ... decisions make interpret, is ongoing: measure, This process The process starts with measurement and scoring (test results, observations). results, (test scoring and measurement with starts The process gathered. have you the information and interpret compare is to The next step

36 • • The assessment process is about making instructional decisions based on assessment decisions based instructional making is about process The assessment should be based decisions all instructional possible, extent the greatest To information. on • • Using Multiple Measures Multiple Using Process The Assessment Copyright © The McGraw-Hill Companies, Inc. example, afirst-grade studentmayhave Oral ReadingFluency results thatsuggest more likely to bethecase for younger students, butitcan happenatanygrade. For There are timeswhenasetofresults aboutonestudentwill notbeconsistent. Thisis InformationManaging from Multiple Measures Managing theInformation Assessment Handbook • • • • your testing information atthebeginningofyear. You maywish to usetheforms onthefollowing pagesto record scores andorganize Organizing Information oftheYear attheStart • • suggest thats/hedoes. Whichiscorrect? s/he does notrecognize common sight words, butyour Sight Word Fluency results may

appear to needadditional instruction. comparable andtell asimilar story aboutthestudent. assessments used. additional test results to getabetter idea ofhow thestudentisprogressing. change theplacement andtheinstruction. with additionalassessments to make sure your hypothesiswas correct. Ifitwasn’t, words. Place thestudentinasmallgroup andcontinue to monitor hisorherprogress Compare results across students to plansmall,differentiated skill groups inareas that Compare thefindings across astudent’sscores to determine whethertheresults are Enter scores by studentonthecharts. Four versions ofaRecording Form are provided. Theforms differ basedonthe For instructionaldecisions,useavariety ofassessments to make judgments. Look at In thiscase, start with theworking hypothesisthatthestudentdoes recognize these •

Using Assessmentto Guide Instruction

FR • INS IND Running Records Running Primary Grades DORF Assessment Handbook Assessment Handbook NWF 1 PSF Assessment Information for Starting the Year FSF DIBELS Next First Sound Phoneme Fluency (FSF), Segmentation Fluency Nonsense (PSF), Fluency Word (NWF), Independent Instructional (IND), Frustrational (INS), (FR)

Name RR Levels: DIBELS Scales: 38 1 Oral Reading Fluency risk; √ = Low (DORF): - = Some risk; risk X = At 2 Copyright © The McGraw-Hill Companies, Inc. Assessment Handbook 2 -=Developing √ =Developed; Fluency (F), Listening Comprehension (LC), Reading Accuracy (RA), Reading Comprehension (RC) 1 TPRI Scales: TPRI RR Levels: RR Name Independent (IND), Instructional (INS), Frustrational (FR) (INS), Frustrational (IND), Instructional Independent Graphophonemic Knowledge (GK), Phonemic Awareness (PA), Awareness (WR), Word Reading (GK), Phonemic Knowledge Graphophonemic TPRI G K Assessment Information for Starting the Year the Starting for Information Assessment

1 A P

•

Using Assessmentto Guide Instruction W R

Primary Grades Primary C L

R A

R C

Running Records IND

INS FR 2 Comprehension Comprehension

– PSF/LNF Using Assessment to Guide Instruction Guide Using Assessment to

• PC/LNC - (below benchmark); + (at or above the benchmark) the above or (at + benchmark); (below - F 1 Primary Grades PAS Assessment Handbook Assessment Handbook M Isolate and Pronounce Phonemes correct); + (4+ – (less than 4) I # correct Assessment Information for Starting the Year

Name Phoneme Segmentation Fluency, Letter Naming Fluency: Phonemic Awareness Subtests: Awareness Phonemic Phoneme Deletion Test: 1 2 3 40 Copyright © The McGraw-Hill Companies, Inc. Assessment Handbook 2 1 ORF: ORF: RR Levels: RR Name Words correct per minute (WCPM); minute per correct Words Independent (IND), Instructional (INS), Frustrational (FR) (INS), Frustrational (IND), Instructional Independent Fluency Reading Oral WCPM Assessment Information for Starting the Year the Starting for Information Assessment • 1

Using Assessmentto Guide Instruction Intermediate Grades Intermediate Tests Comprehension # correct % Language Scales Language Critchlow Verbal # correct

IND Records Running Running INS 2 FR

Using Assessment to Guide Instruction Guide Using Assessment to

• Introduce, model, teach, and grade- review key level strategies, skills, and concepts. Provide additional instruction, practice, review, or extension strategies, on key skills, and concepts, based on common needs of students in a small group. leveledRead reading materials apply to key strategies, skills,and concepts. Major Uses GROUPING OPTIONS Assessment Handbook Assessment Handbook

Weekly Assessments and Unit Assessments will also provide data on what to teach in teach on what to data also provide will and Unit Assessments Assessments Weekly At the beginning of the year, results of screening, diagnostic, and placement and placement diagnostic, of screening, results of the year, At the beginning that assessments use the observational the year, through progress students As your small groups, and which students to address in those groups address to and which students small groups, assessments will give you information on what students’ instructional needs are. needs are. instructional what students’ on information you give will assessments Edition. in the Teacher’s found are Type of Group Type Group Whole Small Groups

42 • Rather, a student will move to different groups based on his or her instructional needs. needs. based on his or her instructional groups different to move a student will Rather, • • Data from assessments should be used to inform and modify instruction to meet to instruction modify and inform be used to should assessments from Data specific address to you allows small groups in teacher-led Working needs. students’ or reinforcement, practice, need additional instruction, in which students areas skills on an ongoing assessments and formal informal use both to It is important extension. time. each not be in a particular group should that students in mind keep basis, and to Forming Groups Forming Groups Small Teacher–Led Copyright © The McGraw-Hill Companies, Inc. homogeneous andheterogeneous groupings. Within thecourse ofinstruction,itisimportant thatstudents engagein both Guidelines Working for inSmallGroups Forming Groups Assessment Handbook • • • •

Observations can helpyou includesome“leaders” ineach group. that you have enoughstudents reading ongrade level to make two “onlevel” groups. work habits, andinterpersonal skills whenforming groups. For example, you mayfind changes more frequently. their needs. Consider additionalobservational information aboutstudents’ instructionalneeds, Use flexiblehomogeneous groupings, basedonneed,for specificskill instructionthat Heterogeneous meansthestudents have mixed abilities, andinteract andlearnfrom Homogeneous meansallofthestudents inthegroup have common instructional

peers. •

Using Assessmentto Guide Instruction

43 Copyright © The McGraw-Hill Companies, Inc. from from Reading Wonders Monitoring comprehension comprehension Monitoring Using Assessment to Guide Instruction Guide Using Assessment to If students realize they do not they do realize If students

• Assessment Handbook Assessment Handbook or explain in their own words what they have just read. A good A good just read. what they have words or explain in their own

reading a text. reading is an important comprehension strategy explicitly taught in taught explicitly strategy comprehension is an important just read. about what they have questions ask themselves can 1–6. Students grades said ever you Have unconsciously. skills use these metacognitive to learn readers Good helps system monitoring automatic Your what I just read”? “I am not sure yourself, to about their metacognitive Ask students of the text. comprehension your improve you based on questions or answered tasks reading completed they have after strategies Teach students to monitor their own comprehension. their own monitor to students Teach Teach students how to monitor their own progress. their own monitor to how students Teach and/or strategies reading various try they can read, something they have understand of the answer, the substance for Listen their teacher. or from peers help from ask for what he or the student’s answer from Learn or not. if it is “correct” and not merely she is thinking. Ask students to retell to Ask students explanation makes a poor and what a student understands, you explanation shows address can so you apparent and misunderstandings the student’s misconceptions them.

44 • • The reading classroom is full of assessment opportunities. Chances are you use some you Chances are opportunities. is full of assessment classroom The reading of the definition Remember “assessment.” doing are you realizing without of them and can know students about what information gathering assessment is systematically instruction. throughout way this in an informal do can you In reading, do. • Assessment Opportunities Assessment Assessments Informal Copyright © The McGraw-Hill Companies, Inc. potential source ofinformation aboutwhatstudents know, what theystill needto Assignments do notneedto beformally graded, buttheyshouldbetreated asa Assignments: Informal Assessments Assessment Opportunities Assessment Handbook • • • you do andrecord theobservations. at play,working alone, andinteracting with otherstudents. Be systematic with theway Classroom Observations: • • • learn, andwhattheirmisconceptions ordifficultiesare.

many topics aspossible. Expandonstudents’ interests andintroduce newones. create aprint-richenvironment with materials atawide range ofreading levels onas needs to bemodeled andtaught. students thatlooking atwhatisright andwrong isimportant. their strengths andweaknesses to each other. Note thatthisisanopportunityto show with oral orwritten feedback. You can askstudents whatkinds ofstories orbooks theyenjoy. You shouldstrive to How does thisstudentwork with others? Does thisstudentlike to read orlook atbooks? Whattopics issheinterested in? Ask students to goover theirown work andreflect uponit. This,too, isaskill that Ask students to goover theirown assignments ingroups, where peers can pointout Review assignments, notingbothstrengths andweaknesses, andpresent thestudent Every assignment oractivity allows you to assessreading behaviors. •

Using Assessmentto Guide Instruction You have opportunitiesto observe your students atwork and

• Feedback should help students help students should Feedback Feedback needs to be immediate. Correct students’ students’ Correct be immediate. needs to Feedback Assessment Handbook Assessment Handbook The table on the next page models some ways for you to to you for some ways on the next page models The table Encourage students to ask for feedback or help when they need feedback ask for to students Encourage delivered in the form of praise form in the delivered the student for modeled the student by practiced time over used continually

• • • • as soon as they occur. as they occur. as soon 1 capitilization error?” 1 capitilization

example, “Your cousin sounds like a funny guy. Can you find 2 punctuation errors find 2 punctuation errors you Can a funny guy. sounds like cousin “Your example,

This allows you to give feedback and assistance in a timely fashion so that students so that students in a timely fashion and assistance feedback give to you This allows these requests to in response give you feedback oral this, the like use a system If you You can have students place green (I’m OK) and red (I need help) circles or traffic or traffic (I need help) circles red (I’m OK) and green place students have can You Rather than noting errors for the student, consider posing leading questions to help posing leading questions to the student, consider for Rather than noting errors comments. other in addition to and type of errors the number identify In writing tasks, Give feedback orally for younger students and nonreaders. and nonreaders. students younger for orally feedback Give comments is helpful. Written on their work feedback writing positive all students, For that will help the student learn from the mistakes. help the student learn from that will do not lose momentum or miss something because they were stuck. they were or miss something because momentum not lose do feedback Give “answers.” just give Don’t principles. the same feedback should follow lights on their desk to let you know they need help without disrupting others. Or you Or you others. disrupting they need help without know let you on their desk to lights this same purpose. for and frowning-faces use smiley-faces can them identify the errors on their own. the errors them identify For and are more lasting; students can refer back to them. to back refer can lasting; students more are

46 How to give good feedback: good feedback: give to How students. your to feedback corrective provide • • Asking for feedback: feedback: for Asking work. their own monitor learn to to students for It is important it. • • • Feedback can be oral or written: oral be can Feedback errors • • Using corrective feedback as an assessment tool: as an assessment feedback Using corrective specific comment is a useful feedback The most work. their improve they can see how useful suggestions for with work, of individual and weaknesses strengths the describing be needs to feedback be useful and motivating, To improvement. Feedback IS Assessment Feedback Copyright © The McGraw-Hill Companies, Inc. Assessment Handbook Feedback over time Used continually the student Practiced by the student Modeled for ofpraiseform Delivered inthe FEEDBACK SHOULD FEEDBACK BE ... BE

•

How To Give Corrective Feedback Using Assessmentto Guide Instruction himself feedback. giving aturn to have student the Allow Be specific, not general work. the of aspects to specific Refer Make I-statements not You-statements. words. Use descriptive adjectives. Avoid judgmental student. the not work, the of aspect at some comment your Direct practice giving himself feedback. to student the for opportunities Provide HOW TO IT MODEL

SAY: SAY: SAY: DON’T details.” more were there if story abetter be SAY: SAY:DON’T your pet!” SAY: SAY: DON’T him.” about more to know I want SAY: character.” main the SAY: DON’T needs a stronger ending.” HAVE THE STUDENT RESPOND: story.” your in improved SAY:DON’T essay?” this to improve make you “The main character was interesting. interesting. was character main “The “You try it now. What suggestion can can suggestion What now. it “You try would It interest. my held story “The to meet want me makes story “Your “This isn’t “This clear.” job!” “Good about more to write “You need “The story summary was poor.” poor.” was summary story “The “Tell me what could be be could what “Tell me EXAMPLES “My story story “My 47

Using Assessment to Guide Instruction Guide Using Assessment to

•

don’ts Assessment Handbook Assessment Handbook and do’s

Student reviewers must show respect for their peer’s written work. They should NOT should NOT They work. their peer’s written for respect must show Student reviewers Peer assessment is best suited to works-in-progress. It is especially useful during useful It is especially works-in-progress. to assessment is best suited Peer later for is important feedback Written and written. assessment should be oral Peer Working with their peers, students receive more, as well as more immediate, immediate, as more as well more, receive students their peers, with Working an opportunity and provides students of peer assessment engages nature The group Discussing a task with peers can clarify goals and performance criteria on a more on a more criteria and performance clarify goals can peers with a task Discussing model appropriate language. language. appropriate model sticky should provide the teacher Instead, papers. on other students’ directly write the through students checklist or rubric that guides a printed better, even or, notes record. a written and provides assessment process revision of a written or performance project. or performance of a written revision should The teacher understanding. ensure discussion to it requires However, reference. feedback on their work than one teacher can provide. provide. can than one teacher on their work feedback work. group needed for and participation skills the cooperation practice them to for personal level. Students may be more likely to accept constructive criticism from criticism from constructive accept to likely may be more Students level. personal adults. from than classmates

48 • Peer assessment assessment Peer • • • • Why peer assessment? assessment? peer Why • critical analysis, they also learn how to improve their own work. work. their own improve to they also learn how analysis, critical Students feedback. assessment and of teacher place the not take assessment does Peer or in small one-on-one together they work instead, work; their peers’ not grade do assessment and the for guidelines initial provides The teacher it. improve to groups on-track. them keep to and reliability for student interactions monitors Traditional, teacher-based assessment tells students what they do and do not know. know. not and do do what they students tells assessment teacher-based Traditional, more are When students effective. more, or even be equally, can assessment Peer they are what into insight they gain deeper assessment process, in the involved closely on both the students benefits feedback constructive and receiving studying. Providing and reading of close skills 21st Century the critical they practice As of the process. sides Feedback Assessment Peer Copyright © The McGraw-Hill Companies, Inc. • To make soundinstructionaldecisions,you shoulddo thefollowing: How to Make Instructional Decisions Making Instructional Decisions Assessment Handbook • • • The typesofinstructionaldecisionsyou needto make includethefollowing: • • Compare results from different assessments: • • • multiple results. Modify: this Check: Decide: that heskips over somevocabulary anddoesn’t learnit.” because heisgood atusingcontext clues. Hefigures outwhatthewords meansofast patterns you maynotice:“Thismeansthatheiscomprehending beyond grade level over time. Draw conclusions basedon whatyou are seeinginthedata to interpret the Interpret: decisions aboutmaterials, methods, andrate ofinstruction(how to teach) decisions aboutlearninggoals andobjectives (whatto teach) decisions aboutgrouping (whoto teach) Different sources ofinformation shouldreinforce your decisions. Look for corroborating evidence across thedifferent kinds ofassessments; use

information againstyour interpretation. Asyou collect ongoinginformation aboutstudentprogress, continue to check Whatcan you do to meetthestudent’slearningneeds? Changeyour instructionaldecisionsiftheyare notachieving theintended

measures. Look atthedata you have collected from various typesofassignments or •

Using Assessmentto Guide Instruction

• Assessment Handbook Assessment Handbook HOW TO MAKE INSTRUCTIONAL DECISIONS TO HOW How much time should be allotted to each lesson? each to much time should be allotted How particular material? through move to be asked should students or slow fast How lessons) and up several times (take several be reviewed need to What might Which techniques are best suited for the learning objectives I need to I need to the learning objectives for best suited are Which techniques in the learning the most? students involve Which techniques What topics or kinds of stories would most interest the students? the students? most interest would of stories or kinds What topics in lessons? should I use or approaches Which techniques Which grade-level materials should be used in reading instruction? should be used in reading materials Which grade-level independent (recreational) for should be available materials Which grade-level Which goals or objectives will I emphasize? Review? Reteach? Review? I emphasize? will or objectives Which goals less emphasis? require will or objectives Which goals them? I teach will In what order How will I decide which student is in which group? which student is in which group? decide I will How handle independent work? I will How instruction? handle whole-class I will How set up the workstations? I will How Will I use small groups? How many do I need? many do How I use small groups? Will what might be touched on more lightly? on more be touched what might emphasize? reading?

• • • • • INSTRUCTION OF RATE • METHODS • MATERIALS • • LEARNING GOALS OR OBJECTIVES LEARNING GOALS • • • • • • • GROUPING • 50 Making Instructional Decisions Instructional Making Copyright © The McGraw-Hill Companies, Inc. • LessonAdjusting Plans How to Your Apply Decisions Making Instructional Decisions Assessment Handbook goals andobjectives are. information. Share thisinformation with thestudents sothattheyunderstand whattheir Learning targets for review orremediation shouldcome directly from theassessment TargetsIdentifying Learning • •

next step inthematerials according to your districtcurriculum. Areas ofdifficultyare identified, soplanreteaching lessons. Areas ofstrength are identified, soplanenrichmentlessonsoractivities. Students are achieving thelearningtargets you setfor them,socontinue with the • • RETEACH • • • REVIEW

the reasons for thecorrections, eitherorally to you orotherstudents orinwriting. Students can profit from correcting work theyhave already done andexplaining of explicitly pointoutcomma usageinthenextstories ortext students read. to thenextunit,butincorporate extra practice with commas into daily work and concept by oral questioninganddiscussion. review into seatwork, workstations, or small group instruction. Reteach allorpartofaunitby usingamixture ofold andnewmaterials. Reteach concepts thatwere difficultfor thewhole classor for specificgroups Example: Students hadsomedifficultywith comma useinthelastunit. Proceed Reinforce thoseconcepts duringregular instruction,focusing attention onthe For minor difficulties,continue with instructionasplannedandincorporate

students. •

Using Assessmentto Guide Instruction REVIEW orRETEACH? REVIEW

Using Assessment to Guide Instruction Guide Using Assessment to

• Assessment Handbook Assessment Handbook Don’t repeat what didn’t work before! work what didn’t repeat Don’t VARY methods for reviewing or reteaching. reviewing methods for VARY

Allow for student practice, self-assessment, and use of feedback. self-assessment, and use of feedback. student practice, for Allow Use more active methods with skills students find difficult. find difficult. students skills with methods active Use more difficult skills. for methods Use several areas. review in these targeted feedback individual more Give If a student can restate adequately, the student is much more likely to understand it. it. understand to likely student is much more the adequately, restate If a student can of learning a set time for the first work didn’t flash cards if using example, For For example, if a student did not do well on a test or assignment, have him or her go have or assignment, on a test well not do did if a student example, For is or is not correct. why an answer reasons giving manner, in a positive this Do Vary the way you present the skills and concepts. and the skills present you way the Vary required. or response of student engagement Change the kind the concept. reteaching addition to in student practice Increase vocabulary words, try something else, like writing the words in sentences. in sentences. the words writing try something else, like words, vocabulary back over it (individually, with a peer tutor, or in a small group that does this with this with that does or in a small group a peer tutor, with it (individually, over back answer. the correct say or write and of the members) each

52 • Use one of the several use the same instructional strategy. don’t reteach, To Edition. in the Teacher’s provided instructional strategies • • • • method. the teaching and vary materials Use new or different • You can use some of the same materials but in a different way. but in a different use some of the same materials can You • • Choosing Materials Choosing Edition. in the Teacher’s listed are and reteaching reviewing for materials Appropriate and workbooks, practice writing resources, books, trade books, also use leveled can You the learning objectives. match that any other materials Changing the Mode of Instruction the Mode Changing • • • Modifying Instruction Making Instructional Decisions Instructional Making Copyright © The McGraw-Hill Companies, Inc. Sometimes there will beacleargroup pattern inthetest results. Patterns for Look inAssessment Results InstructionModifying Assessment Handbook • • with your own observations. need to bereviewed orretaught basedonstudentperformance. Compare theseresults The answer keys thatfollow each weekly andunittest can tell you thespecificskills that Using theWeekly andUnit Keys Answer • • Formative Assessment inFluency Includes Self-Assessment • • Students whosefluencyisbelow expectations needextra opportunitiesto practice. Fluency Opportunities • • Making Instructional Decisions

so class, whichever isindicated. objectives for thenextweek for onestudent,for agroup ofstudents, orfor the whole about them.Provide helpone-on-oneor insmallgroup discussions. they heard. themselves asreaders. Do following along. Askstudents to write comments aboutwhattheynotice whose WCPMscores, accuracy rates, andprosody evidence approaching-level fluency. Decide how you will work theseobjectives into individual, group, orwhole-class work Identify oneormore skills from theweek orunitto reinforce. Addthemto your lesson Students mayhearhesitations ormispronunciations, buttheydo notknow whatto do Students can record andlisten to themselves, andthentheycan discusswith you what Record students with fluencyissuesandallow themto listen to themselves while Record fluent readers astheyread aloud. Make theserecordings available to students Form agroup basedonthisinformation, andreteach thoseskills. Look for asmallgroup ofstudents whodo poorly onthesameskill.

that thestudents whoneedpractice getit. •

Using Assessmentto Guide Instruction

not make theserecordings available to otherstudents.

• Assessment Handbook Assessment Handbook WAYS TO BUILD ON STRENGTHS BUILD TO WAYS WAYS TO ADDRESS WEAKNESSES ADDRESS TO WAYS WAYS TO KEEP INSTRUCTION KEEP TRACK” “ON TO WAYS Ask students to identify previous concepts, skills, or reading strategies as they use strategies or reading skills, concepts, previous identify to Ask students concepts reviewing for student self-reflection for or other methods Use portfolios Continue with the next unit when possible—incorporating reteaching or extension or extension reteaching the next unit when possible—incorporating with Continue using by of instruction “at the ready” units previous from and skills Keep concepts Use individual student work as the basis for student conferences. Help the student student conferences. as the basis for work student Use individual Form groups for peer tutoring by using one student’s strength to assist with assist with to student’s strength using one by peer tutoring for groups Form play. can that others up games or activities make students Have Extend the unit if a significant number of students are strong in the same area. in the same area. strong are number of students if a significant the unit Extend at as good at something they are excel to students that allow Add assignments Use individual student work as the basis for student conferences. Plan with the Plan with student conferences. the basis for as student work Use individual Reteach skills in which a significant number of students are demonstrating demonstrating are of students number a significant in which skills Reteach with assist to using one student’s strength by peer tutoring for groups Form games, activities, and seatwork that incorporate systematic review. review. systematic that incorporate and seatwork games, activities, of what they know). aware are students sure them (that is, make repertoire. a skill and building work as necessary into ongoing progress. as necessary into work explain what exactly the strength is, and plan with the student what he or she the student what is, and plan with the strength explain what exactly next as a result. do will seatwork or center work during the next unit. work or center seatwork one student to allow and don’t often Mix groups another student’s weakness. one. be the “weak” always For example, have students read a similar story in one of the leveled texts. leveled in one of the story a similar read students have example, For another student’s weakness. Mix groups often and don’t allow one student to one student to allow don’t and often Mix groups weakness. another student’s one. be the “weak” always be done. that can on, and how work or she needs to student what he weakness.

• • • • • • • • • • • • 54 Making Instructional Decisions Instructional Making Copyright © The McGraw-Hill Companies, Inc. High-Stakes Testing Assessment Handbook Students andtheirparents shouldknow Preparing Students Standardized for Testing state tests. Teaching thecurriculumshouldresult instudents beingwell-prepared for basicskills or Ethical test preparation includesthefollowing: • • • • • • • • •

are answer andreturn to themwhen the rest ofthequestionsare completed. of cramming; gettingenough rest before atest). understand directions. Ask how thetest will bescored andhow individual sectionsare weighted. Check theirwork before handingitin. Change ananswer iftheythinkofabetter response. Make informed guessesiftheydon’t know ananswer (e.g., eliminate choicesthey Think before theymarkananswer; organize their thoughts before theywrite. Use assessmenttimewisely; work atareasonable pace; skip questionstheycan’t Study andprepare appropriately (for example, paced studyingover timeinstead Write theirresponses neatlyand/ormarkanswers clearly. Pay attention to directions, bothoral andwritten; askquestionsiftheydon’t • • • • • •

sure are notcorrect; write partial answers usingwhattheydo know). TEST-TAKING ALL TEACH STUDENTS YOU CAN SKILLS teach students test-taking skills teach thelearninggoals specifiedinthecurriculum how theresults will bereported andused why thetest isbeinggiven the test’s nameandwhatitwill cover that atest will begiven on acertain date •

Using Assessmentto Guide Instruction

• Assessment Handbook Assessment Handbook other places, “accommodations” and “modifications” mean the and “modifications” “accommodations” other places,

Americans with Disabilities Act (1990) Act Disabilities with Americans (1997) Amendments Act Education Disabilities with Individuals (2001) Act Behind Left No Child Section 504 of the Rehabilitation Act (1973) Act Section 504 of the Rehabilitation

• • • •

Teachers who would like to find out more about accommodations in large-scale in large-scale about accommodations find out more to like who would Teachers Terminology use is changing, however, and many state testing programs use programs testing and many state use is changing, however, Terminology National Center on Educational Outcomes, a center that specializes in research in research that specializes a center Outcomes, on Educational National Center in disabilities with the participation of students to related matters and policy and graduation work, standards-setting and national assessment programs, state requirements. use “modifications” to refer to changes in testing conditions that do change the that do conditions testing changes in to refer to use “modifications” In construct. same thing. of the site the Web may visit programs) testing state for example, assessment (for “accommodations” to mean changes in testing conditions that do not change that do conditions mean changes in testing to “accommodations” measure—and to is intended the test and/or skills concepts the construct—the

56 accommodations: Federal legislation requires that students with disabilities be provided be provided disabilities with that students legislation requires Federal • (ELD) students to be assessed on the same learning targets as other students. as other students. targets be assessed on the same learning to (ELD) students assessment modifications. called sometimes are Assessment accommodations • Introduction changes in accommodations: using changed by sometimes are Assessments assessment timing student response, of methods format, assessment presentation with students allow to is intention assessment setting. The or scheduling, and/or Development or English-Language (LEP) students, English Proficient Limited disabilities, Accommodations in Assessment Accommodations Copyright © The McGraw-Hill Companies, Inc. the students can demonstrate whattheyknow. Insomeways, theconcept of Teachers Accommodations inAssessment Accommodations Assessment Handbook extension ofclassroom assessmentandinstructionalpractices. in fact theyare justthelogical playingoutofthestudent’sIEP,andthuslogical classroom. Thelarge-scale testing accommodations mayseemmore important, but in assessmentandinstructionhave theirfoundation inwhatgoes oninthe the first pointandoverlook thesecond. Theseprinciplesmeanthataccommodations Both oftheseprinciplesare equallyimportant, buteducators often focus more on • • interest to classroom teachers: The work onlarge-scale accommodations usuallypoints outtwo thingsofparticular • • be where include awide range ofstudentassistance. In recent years, educators andlegislators have expandedaccommodations to for along time. “accommodations” isjustanextension ofpractices thathave beenwidely used

the studenthasreceived intheseIEPs andinclassroom instruction andassessment individual educational planningdocuments. documentation occurs inthestudent’sIndividual Education Plan(IEP)orother comprehension, notreading comprehension. if you read apassageto achild, demonstrating understanding becomes listening Students’ large-scale testing accommodations should The needfor, andkind of,accommodations shouldbe Assistance shouldnotmeanchangingtheskills and learningitself. For instance, Assistance shouldbeunrelated to theskills andlearning. allowed? to draw boundaries:How muchandwhatkind want to provide theirstudents with appropriate accommodations so •

Additional Resources

With thathascome thequestionof

of assistance orhelpshould mirror what documented

accommodations . Typically this

Additional Resources

• respond to a to respond who typically who typically core curriculum core 80% of students 80% of students 15% of students 5% of students Assessment Handbook Assessment Handbook Tier 1 Tier 2 is a multi-tiered approach to providing services and services providing to approach is a multi-tiered Tier 3

58 Response to Intervention (RTI) Intervention to Response used be RTI can intensity. of levels increasing at learners struggling to interventions by guided of instruction and intervention system seamless a well-integrated, create to this: like look could in a school tiers of the three model A data. student outcome Response to Intervention to Response Intervention to Response Copyright © The McGraw-Hill Companies, Inc. Response to Intervention Assessment Handbook Focus Setting Instructor Time Grouping Program Focus Setting Instructor Time Grouping Program Tier 1: CoreTier 1: Instruction Classroom Tier 2: Supplemental Instruction Supplemental 2: Tier For all students classroom to the external or within be may school; the by designated Appropriate seating teacher, 1teacher) Title teacher, specialized reading classroom (e.g., school the Personnel determined by block reading 90-minute the to addition in group, small in day per minutes 30 Minimum 1:4, (1:3, instruction group small Skill-based homogeneous reading of components critical five the emphasizing instruction Scientifically-based reading marked reading difficulties with identified For students General classroom setting Classroom teacher more or day per minutes 90 needs student meet formats to grouping Multiple reading of components critical five the emphasizing instruction Scientifically-based reading

or 1:5) or •

Additional Resources

• • • • Tier 1: • • • • • Tier 2:

working for thestudents. which instructionalpractices are in ayear. should bedone atthree points oftime year. adequate progress throughout the quality core curriculumandwill make in aschool will respond to ahigh- empirically supported core curriculum. to Tier1oron-level instruction. sufficient progress to be“returned” times peryear. is done more frequently than three times perweek. small groups andoccurs three to five to supplemental instruction, inaddition at-risk oflearningto read andneed on grade level. will needadditionalinstructionto stay Progress monitoring data can indicate Progress monitoring ofallstudents Typically, about80%ofthestudents All students receive instructioninan Most students atthislevel will make Progress monitoring onspecificskills The instructionoften takes place in These students are considered to be About 15%ofthestudents inaschool

the core curriculum. On Level Benchmark or Benchmark Approaching Level Strategic or

• done one to two times per week. two to one done

About 5% of the students in a school in a school students 5% of the About need high-quality, will Students in place takes often The instruction on specific skills monitoring Progress at this progress who make Students will need intensive instructional intensive need will intervention. instruction in small research-based basis. and on a daily groups five to three and occurs small groups times per week. is Tier 2 to be “returned” will level instruction.

Students who do not respond to to not respond who do Students well-implemented different, several for considered are interventions Education. Special for evaluation Tier 3: Intensive Level Intensive Tier 3: • • • • • Eligibility Education Special Assessment Handbook Assessment Handbook minute reading block reading minute ‑ sessions per day in small groups, in addition the to 90 by determined Personnel the school (e.g., classroom reading specialized teacher, Title 1 teacher) teacher, seating Appropriate designated by the school; may be within or external the to classroom or disabilities who not have responded Tier to 1 or Tier 2 instructional efforts Sustained, intensive, reading scientifically-based instruction emphasizing the five critical components of reading homogeneous Skill-based small group instruction 1:3) (1:1, Minimum of two 30-minute For studentsFor identified with difficulties reading extreme Tier 3: Supplemental Instruction Supplemental 3: Tier

Administrative support of the model Administrative and empirically curriculum that is research-based core A scientifically-based tools measurement monitoring and progress diagnostic, Screening, and make data monitoring progress review to that meet regularly teams Grade-based data-based educational decisions educational data-based supported Instructor Setting Time Program Grouping Focus

60 • • • • Necessary Components for RTI Components Necessary Response to Intervention to Response Copyright © The McGraw-Hill Companies, Inc. where students usestimulustext to craft written responses. the traditional writingassessmentmodel (prompt +checklist)to assessmentsituations One ofthekey developments innext-generation assessments isthemove away from Scoring Performance-Based Assessments Using AnchorPapers Assessment Handbook performance assessmentscoring.) rationale andscoring notes can beusedto assistbothPARCC andothertypesof work throughout the year. (AlthoughSBAC tasks are featured onthese pages,the rationale behindstudent scores andcan assistyou asyou review andgrade student Consortium (SBAC) performance tasks, usingits 4-4-2rubricscoring. Theseshow the situation. Theexamples useresponses inGrades 3-6for Smarter BalancedAssessment The following pagesfeature studentresponses inaperformance-based assessment be includedto receive ahigh-end score). holistically) andtop-response anchorpapers (to highlight critical elements thatshould performance, To assistyou inproviding scores to students indicative of thequalityoftheirwritten adhere to theconventions ofstandard Englishlanguage. organization andpurpose,useofevidence inthefull-write, andhow well students For the final written product, students are assessedusingrubricsthat measure • • • • This typeofperformance-based assessmentfeatures thefollowing key elements:

Collection ofactivities Written performance thataddress multiplestandards Use ofmultiplestimulito assessstudentintegration ofknowledge andskills Writing astheresult ofresearch • • •

task’s finalproduct. conventions, speaking andlistening the task oftheassessment. Stimuli are related, anditems students complete inform the completion ofthe Comprehension, vocabulary, genre writing,useofEnglishLanguage Students mustbeactively involved with thetexts intheassessmentto address Reading Wonders •

Additional Resources assessmentmaterials includerubrics(to score work

• Assessment Handbook Assessment Handbook student wrote in response to an assignment an assignment to in response wrote student Grade 3 Grade

62 ment so much to me. It was a great way to learn more about history. about learn more to way a great me. It was ment so much to room and we were greated by a man named Hania. He showed us the tools he used to he used to us the tools He showed by a man named Hania. greated were and we room keep out the made of mud to home was His a pueblo. called is home, which build his he used when he us the weapons he lived. He also showed heat of the dessert where hunting. went the from people to I talked history. time at the museum of natural had a great I really eyes with my own history Seeing ago too. long from animals and objects past and saw dinosaurs would eat. We were able to see the bones of some of those dinosaurs. some of those dinosaurs. see the bones of to able were We eat. would dinosaurs a jewelry into like going It was the gem room. to went when we was display My favorite glass cases with the room this protected why they the past! I understand from store awesome. everything was because the Native American actually It was “village.” Native American a entered Then we was making. making. was any people dressed weren’t part of the museum. There a different to went that we After of the The dinosaur room – dinosaurs! “living” creatures were but there room, up in this plants were There life and roared. to came Rex that museum had a huge Tyrannosaurs other the the types of plants us those were told him, and a museum guide all around When we finally got to the natural history museum we met a woman named Abigail. named Abigail. met a woman museum we history natural the finally got to When we us told the 1800s! She from she was and said woman like a pioneer dressed She was us that her She told it. she does how and even showed makes candles she about how he us one of hats show “shop” to his out from and he came a hat maker, husband was The following is a narrative that a is a narrative The following museum; students history a natural trip to about a class a story write to students asking the class about in their story sources several from use information to asked were the past. learn about to displays various viewing Using Anchor Papers Anchor Using Anchor Paper Narrative Copyright © The McGraw-Hill Companies, Inc. breakdown by scoring criteria: The studentresponse would receive Narrative Paper Anchor Using AnchorPapers Assessment Handbook • • Scoring Notes readability ofthenarrative. in paragraph 3,“ment”inparagraph 5),buttheydo notdetract from the overall more thanadequate. Some errors inspellingare evident (“greated” and“dessert” The student’scommand ofpunctuation,capitalization, grammar, andusageis The response would receive a Native American activities usingsimilar phrases andinthesameorder asthesource. followed onesource too closely: Thestudent’sstory describeddinosaurs, gems,and level ofdetail. There isoccasional useofsensoryandfigurative language. Thestudent narrative isfairly richwith description, butthefourth paragraph does nothave this There isadequate expression ofthestudent’sexperiencethroughout. Some ofthe The response would receive a effective, buttheopeningparagraph isweak. sequentially. For themostpart,there are good transitions. Theclosing paragraph is maintains alogical organization throughout by describing themuseumdisplayrooms The focus ofthestory isgenerally clear, andtheplot ismostlyconsistent. Thestudent The response would receive a or size. have namedthejewels ondisplay,for example, anddescribedtheircolor, shape, Paragraph 3:More specificdetails would improve thisparagraph. Thestudentcould is well describedbutcould functionbetter asthesecond paragraph ofthestory. purpose ofthevisit, for example. Theevent involving thecandle maker andhatmaker The student’sopeningfails to adequately setthestage for thestory, omittingthe •

Additional Resources 2 2 3 inPurpose/Organization: inConventions: inDevelopment/Elaboration:

a total score of7

basedonthefollowing

• Assessment Handbook Assessment Handbook

student wrote in response to an assignment given just given an assignment to in response wrote student

Grade 4 Grade

64 It is a good idea for our school to take these steps to save energy and use renewable and use renewable energy save to these steps take to our school for idea a good It is of Lots place. a better and make the world of money lots save can school Our energy. project. help with this eager to be would kids windows and doors to keep the air in or out. Kids should also turn off the lights and also turn off the lights should Kids in or out. keep the air to and doors windows too. money and save of energy lots will save This sunlight. for open the curtains kinds of different lots is energy Renewable energy. should use renewable Also our school energy have and animals. They means plants Biomass like sun and wind and biomass. nearby or something. you need like a volcano hydropower For not run out. that do Our school should try to save energy and use renewable energy instead of wasting it. it. of wasting instead energy renewable and use energy save should try to Our school importent. real is energy saving cause too energy save to learn how can Kids about stickers for look It should stuff. bulbs and light should replace our school First the close to kids should remind Next our school money. what saves show to energy The following is what a is what The following several from use information to asked were students farm; a wind to a class trip before the reduce can school their about the best ways paper an opinion write to sources it uses. amount of energy Using Anchor Papers Anchor Using AnchorOpinion Paper Copyright © The McGraw-Hill Companies, Inc. breakdown by scoring criteria: The studentresponse would receive PaperOpinion Anchor Using AnchorPapers Assessment Handbook • • • Scoring Notes (“energy thatdo not”and“like”). and spellingare evident, suchasinparagraphs 1(“cause” and“real importent”) and3 The studenthaspartial command ofgrammar andspelling.Errors inagreement, usage, The response would receive a sometimes imprecise and,inthelastsentence ofparagraph 3,inaccurate. topics. Nosources are specifically cited throughout. Theevidence from thesources is There isuneven useofdomain-specific vocabulary, andincomplete explanationofsome The response would receive a the world abetter place. the school needsto take andisvague abouthow theschool will save moneyormake switching to renewable energy sources. Thestudentfails to summarize anysteps that appliances andthefinancial andenvironmental benefits ofreducing energy usageand are bothweak: Thestudentfails to introduce concepts suchasenergy-efficient The overall opinion issomewhatunfocused. Theintroduction andconclusion paragraphs The response would receive a be mostsuitable for theschool’s needs. The studentdoes notofferanopinion onwhichtypesofrenewable resources would Paragraph 3:Thestudentdoes notadequately supportthetopic inthisparagraph. The studentfails to specify“appliances with Energy Star stickers” inParagraph 2. The studentusesvague language(see“light bulbsandstuff”inParagraph 2). •

Additional Resources

1 2 2 inConventions: inEvidence/Elaboration: inPurpose/Organization: a total score of5

Additional Resources

• student for a research-based a research-based for student Assessment Handbook Assessment Handbook Grade 5 Grade

66 nuisance to other birds and to the local populations it inhabited. it inhabited. populations the local and to other birds to nuisance can, living things. We of these rid get to difficult it is here, are species Once invasive bring into with what we careful by being of invaders the list adding to prevent however, our environment. Sometimes new plants or animals are introduced into a habitat by accident. This may This by accident. a habitat into introduced are or animals plants new Sometimes by also happen It can another. to one place seeds from happen when people move firewood. moving is This on purpose. a habit into introduced are and animals plants new Sometimes a became of the starling the introduction However, what happened with the starling. populations decreased. decreased. populations happen what could must consider animals as pets exotic have to who desire People the upset animals could These habitat. controlled their from if the animals escaped of animals and be the loss could The result habitats. balance of life in many different about be informed need to other living things. People for used as food that are plants on all living things in the environment. have could these animals the effects that are not wanted. This is the case of the Asian carp that were brought to eat algae to brought that were carp of the Asian the case is This not wanted. that are them did who brought The farmers raised. are catfish lakes and ponds where the from of other bodies into introduced were happen if the fish not think about what would and the population decreased of carp happen, the population that did When water. changed, and some animal and plant was web The food increased. of small fish Living things have established habitats that give order so that their needs are met. met. are needs their so that that give order habitats established Living things have changed. is web the food the habitat, into brought plant or animal is When a new thing. The living the new for food become some animals or plants means that This will decrease. or plants of some animals population of living things an area or rid control to country this to people bring animals Sometimes The following response was written by a a by written was response The following may an environment into or animals plants foreign bringing on how assignment things. affect all living Using Anchor Papers Anchor Using AnchorInformative Paper Copyright © The McGraw-Hill Companies, Inc. breakdown by scoring criteria: The studentresponse would receive PaperInformative Anchor Using AnchorPapers Assessment Handbook • • • Scoring Notes as correct spelling,capitalization, and punctuation. The writingdemonstrates acommand ofgrammar, usage,sentence structure, aswell The response would receive a although useofprecise details issometimesuneven, asinparagraph 5. vocabulary isappropriate throughout. Almostevery mainidea issupported adequately, there are someinaccuracies incitingfacts from source material. Domain-specific There iseffective useofseveral sources, andthematerial iswell integrated, although The response would receive a clear statement ofthemainidea, buttheconclusion could beexpanded. ideas are logical andsomewhatvaried. Theopeningparagraph isstrong, giving afairly The overall organizational strategy is mostlyeffective, andthetransitions between The response would receive a stronger conclusion. or furthersteps to prevent thespread ofinvasive plants andanimals—would provide a Paragraph 6:Theadditionofspecificdata from thesource material—such asstatistics City introduction ofthis“Shakespeare bird” would addinterest to thewriting. the initial purposeororigin ofintroducing thestarling. A mentionoftheNewYork Paragraph 5:Thestudentstates thenegative result oftheaction butdoes notexplain “increased” are transposed, leadingto confusion offacts. Paragraph 2:Thesource material isinaccurately cited: Thewords “decreased” and •

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a total score of8

basedonthefollowing

Additional Resources

• student arguing the role of teamwork of teamwork the role arguing student Assessment Handbook Assessment Handbook Grade 6 Grade

68 other out when they get sick or injured. sick get other out when they People also worked in teams to build the Brooklyn Bridge. It was the biggest suspention suspention the biggest It was Bridge. build the Brooklyn to in teams also worked People while building it, but his bedridden became Roebling Washington ever built. bridge delivering his wife also helped by his the job. Moreover, finished of workers team the workers. to instructions help people to very important is that teamwork show articles these three In conclusion, and help each other’s knowlege each It helps people learn from goals. accomplish split into pairs and just one pair made it to the top. But it was better that way than that way better But it was the top. and just one pair made it to pairs split into had learned used what other teams They team. a British were They alone. hiking the from started they So the top. to get best to were routes which them about before farthest that had gotten team Nepal like the Swiss in that is of the mountain side the year before. that did not stay in space for long. They fell out of orbit in a few weeks. But when they But when they weeks. in a few orbit fell out of They long. for in space not stay that did that station space a larger built they involvd countries and got other together worked still in orbit. is dangerous more It was climb Mount Everest. to in teams work also needed to People the top that made it to The team than with a group. own climb on there people to for climbing Mount Everest or building the Brooklyn Bridge or the ISS. Working as a team as a team or the ISS. Working Bridge or building the Brooklyn Mount Everest climbing helps. always to did like they together work not always did States and the United Union The Soviet This and years. years for other against each competed that they ISS. Before the create stations space made tiny each much. They not accomplish did they bad cause was The following response was written by a a by written was response The following a goal. in accomplishing Like in history. goals some of the greatest accomplish has helped people Teamwork Using Anchor Papers Anchor Using Anchor Paper Argumentative Copyright © The McGraw-Hill Companies, Inc. by scoring criteria: The studentresponse would receive a total score of Argumentative Paper Anchor Using AnchorPapers Assessment Handbook • • • Scoring Notes is misused),butthepassagecoherent. are misspelled;“Like climbing MountEverest ..”isafragment; “there” inparagraph 3 grammar, andusage. Some errors are present (“involvd,” “suspention,”and“knowlege” The response hasanadequate command ofspelling,capitalization, punctuation, The response would receive a response expresses ideas usingsimplelanguage. stations”) andweakly integrated, althoughitdoes allrelate to thetopic sentence. The analysis anduneven useofsource material. Evidence isvague (“each madetinyspace The response provides uneven supportfor themainidea thatincludessomereasoned The response would receive a argument. Anintroduction andconclusion are present but underdeveloped. (“But,” “So,” “People also,”whichisrepeated) thatare noteffective inbuilding astrong strategies are present (“Moreover,” “Inconclusion,”), butmanyare simpletransitions loosely connected. Thefocus oftheresponse issomewhatsustained. Some transitional The response hasaninconsistent organizational structure inwhichsomeideas are The response would receive a The conclusion issimpleandformulaic, simplyrepeating information. Union started working together asateam. Paragraph 2focuses too muchontheperiod before theUnited States andtheSoviet together. and theSoviet Unionachieved duringtheSpace Race before theystarted working material incorrectly. Source #3lists manyaccomplishments thattheUnited States Paragraph 2attempts to address acounterargument butinterprets the source •

Additional Resources 2 2 2 inConventions: inEvidence/Elaboration: inPurpose/Organization:

Additional Resources

• student on the impact that education/ on the impact student Assessment Handbook Assessment Handbook Grade 6 Grade

70 lost battles, it had nothing to fall back on. The way young men were trained helped trained young men were on. The way back fall battles, it had nothing to lost the success of the city-state. determine powerful and dangerous cities in Greece, fell and was never able to build itself back back build itself able to never fell and was in Greece, cities and dangerous powerful up again.” had a big Greece of the men in Ancient and training styles of education The different than more about a lot know it’s people to Athens educated on the city-states. impact army survive. When Sparta’s battles, Athens could army lost Even if its power. military Athens as a very busy city with courts, athletic stadiums, statues, and shopping centers. centers. and shopping statues, stadiums, athletic courts, Athens as a very busy city with the men possible because uses was buildings with different of different a lot Having the not have did Sparta However, things. many different do to trained of Athens were only trained were all of the men because is This same types of buildings or busineses. fell, the city fell, too: #3 explains that when the military Source on the military. focus to one of the most had been which of Sparta, the city-state short years, “In just a few things. According to Source #2, young boys were supposed to read books and learn books read supposed to were #2, young boys Source to things. According be had to boys with school, done were they When such as music. of skills, a variety could with the army, than they finished were Once they years. only two for soldiers be. to wanted or anything else they philosophors, doctors, become #1 describes Source Athens. for great was of skills young men in a variety Training warriors.” All the young men did was train to become solders. In Source #2, the author #2, the In Source solders. become to train was All the young men did warriors.” means that young men could This given any other choice.” not were that “citizens says As a result, do. to wanted or any other job they philosophers, doctors, not become army. strong had a really Sparta many different do to young men its of Athens trained On the other hand, the city-state This was especially true in Athens and Sparta. The way these city-states educated educated these city-states The way Sparta. true in Athens and especially was This of the men and the on the lives impact a strong young men had their and trained of the city-states. future the time “From says: #3 Source the military. join to trained young men were In Sparta, become to young boys on training focused of Sparta the government young, were they The following response was written by a a by written was response The following Greece. in ancient men’s lives young had on training training. and styles of education had different city-states different Greece, In Ancient Using Anchor Papers Anchor Using Explanatory Anchor Paper Copyright © The McGraw-Hill Companies, Inc. by scoring criteria: The studentresponse would receive a total score of Paper Anchor Explanatory Using AnchorPapers Assessment Handbook • • • Scoring Notes audience andpurpose. misused), noneare considered severe. Vocabulary andstyleare appropriate for the “busineses” are misspelled; (“than”inparagraph 3and“it’s”inparagraph 5are grammar, andusage. Althoughsomeerrors are present (“solders,” “philosophors,” The response hasanadequate command ofspelling,capitalization, punctuation, The response would receive a ideas usingdomain-specific vocabulary. of Athenswere trained to do manydifferent things”).Theresponse generally expresses “Having alot ofdifferent buildings with different useswas possiblebecause themen elaboration goes beyond merely summarizingthesource material (inparagraph 4, Although sometimesgeneral, source material isintegrated andrelevant. Some The response provides adequate supportfor themainidea andsupportingideas. The response would receive a idea andtheconclusion isfunctionalwithout beingrote. the relationship between paragraphs 2and3).Theintroduction clearlystates themain are somewhatvaried andhelporganize ideas (“Ontheotherhand”effectively shows completeness. Theresponse isadequately sustained andgenerally focused. Transitions The response hasanevident organizational structure andanadequate senseof The response would receive a the introduction. The conclusion introduces anewidea rather thansimply repeating information from education in AthensandSparta; paragraphs 4-5explaintheimpact of thesestyles. The response hasalogical structure. Paragraphs 2-3explainthedifferent styles of convincing. (arithmetic, overly general. Amore specificreference thatincludeddomain-specific vocabulary In paragraph 3,thesupportingdetail about“avariety ofskills” isadequate but The Iliad •

and Additional Resources TheOdyssey 2 3 3 inEvidence/Elaboration: inPurpose/Organization: inConventions:

, playingthelyre) would have beenmore

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Observed • Date: Date: Assessment Handbook Assessment Handbook Reading Observations Checklist Observations Reading After Reading Before Reading During Reading Observable Behaviors

Responds text to connections Makes Identifies main ideas or events generalizations or inferences Makes perspective author’s Analyzes Uses critical thinking skills Makes notes or restates information Summarizes or retells Uses context clues context Uses Rereads for meaning Uses reading strategies predictions Revises Makes predictions Makes Uses metacognitive skills questions Asks Sets purpose for reading Uses prior knowledge and personal experiences Previews text or uses text features 76 Recording Forms Recording Name: Copyright © The McGraw-Hill Companies, Inc. Assessment Handbook Name: Recording Forms I make connections between the text and my own life own my and text the between I make connections it about write something or text to the I respond view or perspective author’s the I explain generalizations or make inferences and ideas I analyze text the of parts reread and back I go events or ideas main the I identify Ihave what retell read or I summarize information restate or I make notes to happen going is what about predictions my I change understand me to help strategies reading I use text the of parts I reread words new for adictionary or clues context I use reading Iam what on reflect or about I think I ask myself questions text scan or headings, illustrations, title, at the I look to read going Iam what about I make predictions have or learned Iknow what I use reading my of purpose the I understand

Reading Behaviors Reading During Reading During Before Reading Before After Reading After Reading Self-Assessment Checklist Self-Assessment Reading •

Additional Resources

Never How Often How Sometimes Date:

• . Accommodations can occur can in . Accommodations Assessment Handbook Assessment Handbook modifications Assessment that requires students to use combinations of use combinations students to requires Assessment that

A portfolio whose purpose is to showcase students’ final students’ final showcase to purpose is A portfolio whose

A set of rubrics designed to be used together, with a scale of a scale with be of used together, A set rubrics designed to Changes to an assessment to allow students with disabilities disabilities students with allow to assessment an to Changes

Competence in a particular area that is acquired as an outcome of outcome an as acquired is that area a particular in Competence Performance descriptions aligned with expected outcomes (for (for outcomes expected with aligned descriptions Performance

Systematically gathering evidence about a student in order to make make about a student order evidence to in gathering Systematically

A list of specific attributes of student work, or student behaviors observed of or student student work, behaviors of specificA list attributes Personal characteristics indicating the ability to develop competence develop to ability the indicating characteristics Personal

A sample of student work that typifies a particular performance level. performance level. typifies a particular that ofA sample student work Competence in a particular area. Sometimes “ability” is used to mean used to is “ability” Sometimes area. a particular in Competence

present or or not observed). absent (observed example, state standards or curriculum) for a given grade or level. grade a given for or curriculum) standards state example, products a subject. in or best work is item particular the whether checking for a place during a process, with inferences about what he or she knows and can do. can and he or she knows about what inferences about exercise an example, For do task. a meaningful to skills and knowledge task. a life to authentic be considered may application a job in filling in an area if an opportunity to learn is available. (See also “ability” and “ability” also (See available. is opportunity if learn an area to an in “achievement.”) score the same piece of writing on ideas and content, organization, voice, word word voice, organization, content, on ideas and piece of same writing the score rubrics.”) “holistic with (Compare conventions). and fluency, sentence choice, in work) anchor of papers student written example, use anchors (for Raters scoring. scheduling, and assessment setting. assessment and scheduling, “aptitude.”) and “ability” also (See learning. rubrics writing six-trait example, (for criterion each for performance levels “aptitude” or “achievement” as well. (See also “achievement” and “aptitude.”) and “achievement” also (See well. as or “achievement” “aptitude” targets learning same on the be assessed to Learners Language or English called also students; other as or timing methods of assessment student response, format, assessment the

78 Best-work portfolio Best-work Checklist Authentic assessment Benchmarks Aptitude Assessment Anchor Achievement Analytical rubrics Accommodations Assessment Glossary Assessment Ability Copyright © The McGraw-Hill Companies, Inc. Criterion-referenced assessment Correlation Assessment Glossary Assessment Handbook Formative feedback Formative assessment Exemplar Evaluation Equivalent forms (EBSR) Response Selected Evidence-Based Distractors Diagnostic (diagnosis) Developmental portfolio score) (or cutoff score Cut how a student comparedhow to astudent how others, just well that did in his student her or compared with an absolute standard. Criterion-referenced scores not tell do student work in descriptive, not judgmental, language. judgmental, not descriptive, in work student monitor progress. (Compare student with “summative assessment.”) the use Some term to mean an example level the highest of performance. of that are in used classrooms (for example, to illustrate rubric levels for students). anchor. the use people Some term “exemplar” to mean at anchors any level evidence to make avalue something. about judgment assertion using textual the evidence item of in part the second (PART B). semantic/syntactic an in element of item the part first (PART the and support A) tostudents make an inference/claim, pinpoint an issue, recognize or atextual/ have the agrasp concept. of firm the tested grasp concept of and yet clearly to not correct who students do Distractors plausible be should to enough “distract” not who have students do a and furtherinstruction. understanding andmisunderstanding, inorder to identify areas for remediation progress, sometimes called a growth portfolio. advanced). (examples: mastery/non-mastery; pass/fail; below basic/basic/proficient/ itbecause compares John’s to performance others. (20 words). “John got spelling the best score in the class” is norm-referenced is criterion-referenced it because compares John’s to performance astandard own right. Example: “John spelled 18

A sample of student work student A sample of at aparticular level, performance like an

The gathering process of evidence (assessment) and then using that

The options item in amultiple-choice that are not answer. the correct A statistic indicating relationship the of degree between two scores.

Different formsDifferent atest of that are known to interchangeable. be

Information that identifies the strengths and weaknesses of

• A test intended to analyze performance for specificareas of

The gathering process of information that to used can be Assessment Glossary

A whoseportfolio is purpose to growth show student and

A score to used into divide performance categories

An assessmentAn for is which performance

out of 20 of out spelling words (90%) correctly”

Assessment Glossary

• Assessment Handbook Assessment Handbook A method of assessing students’ independent, ofA method assessing

is used to refer to a performance a assessment. to refer used to is An assessment or assessment program whose outcome outcome whose program assessment or assessment An An assessment or assessment program whose outcome outcome whose program assessment or assessment An

“task” Students’ ability to solve problems or use reason. Higher- reason. or use problems solve to ability Students’

Recording the kinds of oral reading errors a student makes a student errors makes reading of oral kinds the Recording Rubrics designed to consider all applicable criteria for scoring at at scoring for criteria applicable consider all designedRubrics to objectives.

“average.” An examination of student performance on individual test items, to to of items, student performance test on individual An examination

The middle score in a set of scores. Half (50%) of the students score above above of students score the of (50%) a set scores. Half in middle score The

The score that occurs most frequently in a set of scores, that is, the score the is, of a set that scores, in occurs most frequently that score The The sum of all scores divided by the number other the in by a set; divided in of scores scores sumThe of all

One question or exercise on an assessment. Typically, “item” is used to refer to to refer used to is “item” Typically, assessment. on an One or exercise question A list of correct answers used in scoring an objective test. test. objective an scoring used of in correctA list answers

strategies are using meaning, syntax, or visual cues to read and understand and text. read meaning, to using syntax, cues are or visual strategies most the students got. that the median, and half score below. Another name for the median is the 50th 50th the is median the for name Another below. score half median, and the percentile. he or she uses.These that strategies reading the in patterns for looking by does not have serious consequences for students consequences or schools. for serious does have not words, the determine how the item functioned. Two aspects of item analysis include item include item analysis aspects of item functioned. Two item the how determine item and correctly) item the of percent answered students who difficulty (the high- between and differentiates item an which to extent (the discrimination students). low-scoring text and answers comprehension questions. Both oral and silent reading can reading silent and oral comprehension questions. Both answers and text be assessed. while questions test the same time, resulting in one score for the assessment. Using holistic rubrics is holistic Using assessment. the one for in score resulting time, same the score a final is required is that rubrics if all analytical with scoring than faster grade. or graded a student which reads in levels reading frustration and instructional, has serious consequences, such as a state test. consequences, has serious such a state as of most taxonomies in simple recall is distinguished from thinking order educational

80 Mode Median Miscue analysis Key “Low-stakes” assessment Mean Item analysis Item Informal reading inventory (IRI) Higher-order thinking Higher-order Holistic rubrics Assessment Glossary Assessment “High-stakes” assessment Copyright © The McGraw-Hill Companies, Inc. Norm group rank percentile National Assessment Glossary Assessment Handbook rank) (or percentile Percentile (or percentage) Percent Outcomes Objective test (objective scoring) assessment Norm-referenced Norms establish percentile ranks and other normative information for atest. whostudents took atest. norms answernorms the “How question, this does compare student with peers?” “How did this compared do with student children all over the country?” Local percentile. Percentiles range from 1to 99. National answer norms the question, scored below group norm then that astudent, scored at student the 60th scoring below agiven student’s score. For example, 60% if in students the of below). (see score referenced “percent correct,” acriterion-referenced score, with “percentile rank,” anorm- points of divided by total theor number possible points. Donot this confuse attitudes, etc.) and behaviors (for example, future educational choices). considered outcomes, including not achievement only dispositions but (interests, achievement More outcomes. broadly, any results aprogram of can be (Compare one. construct with “subjective test.”) tests” to emphasize that the student’s task is to choose an answer rather than objectiveof test items. Sometimes objective tests are called “selected response true/false,Multiple-choice, matching items, and fill-in-the-blanks are examples soconstructed that anyone using it would with up come the same score. to See others. the example “criterion-referenced under assessment.” not tell how well how just did something, they poorly astudent or did in relation compared scores with do Norm-referenced other of students. the performance isstudents called the who students took of agroup aparticular of performance test. The set of

A description, usually in the form tables of percentile of the ranks, of

The results an of educational program. This series focuses reading on

The sample of students whose performance on atest on whoseThe students was sample performance of to used •

Assessment Glossary

“norm group.” The number correct divided by correct the totalThe number items, of number A student’s

An assessmentAn for which astudent’s is performance The percentage in students the of group norm

A test for which an answer key can be percentile rank rank percentile

Assessment Glossary

• Assessment Handbook Assessment Handbook A form of assessment that gives the student the a task gives that of assessment A form

Using ongoing assessment information to track student track to information ongoingUsing assessment

In some states, a category of performance (for example: does not example: of a category performance (for some In states,

treatment.

Assigning a student to an appropriate group for appropriate appropriate for group appropriate an to student a Assigning The number of points earned on a test; for an objective test where where test objective an number for The on a test; earned of points

A collection of student work organized for a particular purpose. Two purpose. Two a particular for organized of studentA collection work

A set of scores, often in graph form, for an individual student or group of individual an for form, graph of in A set often scores, Remembering facts and concepts in the same form as they were taught. This This taught. were they as form same the in concepts and facts Remembering

information on a test. information the test. test. the recognize a student to require that questions by assessed is type of thinking supply memorized or to presented information oror other identify facts growth and achievement against learning targets. learning against achievement and growth hard are scores number the is correct. Raw one this gets point, question each depend difficulty and because they length on the of themselves by interpret to how well a student has performed. well how comparable in should be expressed scores The a class). example, students (for and of strengths identification and comparison allow of measurementunits to weaknesses. instruction, mainly for assessment, or for a mixture of both. a mixture or for assessment, for instruction, mainly basic/basic/proficient/advanced; orbelow expectations; meet/meets/exceeds based on score a cut typically or beginning/progressing/proficient/advanced), mean be used to also can level” “proficiency term The test. on a standardized common portfolio purposes are showing development (for example, a writing a writing example, (for development showing common portfolio are purposes beginning, the from samples and process of writing the examples portfolio with a portfolio example, (for best work showing and endmiddle, and of year) the for be can used mainly Portfolios open desk house). for left student’s on the requiring either a process or a product (for example, watching a student watching example, or a product a process either (for requiring the rates and story) original an write student the a book to handle or asking performance a rubric. based on judgment, with often instructional

82 Recall Progress monitoring scoreRaw Profile Proficiency level Proficiency Portfolio Placement Assessment Glossary Assessment Performance assessment Copyright © The McGraw-Hill Companies, Inc. Reliability Assessment Glossary Assessment Handbook Standard deviation Self-referenced assessment Screening Scaled score (or scale score) record Running Rubric Retelling with “validity.”)with testing, what or form the test of is given, who on scores or the test. (Compare relatedbe to Test performance. the on day scores not time should depend or of deviation, the more spread scores of is. agroup out ...”)because own previous (“Mai, performance. this paragraph is better than the one first entering a refer to anytesting process thatismeantto identify potential difficultiesbefore and shouldbegiven additionaltesting for specificdiagnosis. Screening can also Most standardized tests provide scale scores. that makes comparisons between tests, over or between students, time possible. reading leveled of texts over time. The scale level that describes the best work is as the used the score. one descriptive scale that is applied to work student using professional judgment. to passage or read. recount the just story

A kind of scoring scheme. A rubric is a short (usuallyA kind Arubric is scoring ashort of scheme. 3to 6levels),

A method of assessingA method of reading where is comprehension asked astudent

The stability consistency or test of scores across factors that not should Brief tests to determine whichstudents are atriskfor reading difficulties

program.

An approachAn to reading assessment that records astudent’s oral

A measure of variabilityA measure of The scores. larger of the standard •

Assessment Glossary

A student’s is compared with performance his her or

A raw score expressed in units acontinuous on scale

• Assessment Handbook Assessment Handbook A test for which judgment is required in judgment which required is for A test

An assessment that reports on the outcome of reports outcome on learning. the that An assessment

A test for which the administration, materials, and scoring and materials, administration, the which for A test

The term is used for state standards (statements of content and of content (statements standards state used for is term The

The degree to which interpretation and use of test scores reflect intended intended reflect scores use of test and which interpretation to The degree A short test that is part of is a longer test. A short that test

One question or exercise on an assessment. Typically, “item” is used to refer to to refer used to is “item” Typically, assessment. on an One or exercise question Usually refers to a paper-and-pencil or online instrument. Students are asked asked are Students instrument. or online a paper-and-pencil to refers Usually

with “reliability.”) with to respond to a set of set a items. to respond to and scoring tasks, questions, of test is based on the alignment meaning. Validity (Compare validity”). “content (this is called their learning targets schemes with Unit tests and other graded work, final exams, and the like are examples of examples are like the and exams, final work, graded other and tests Unit assessment.”) “formative with (Compare assessment. summative a performance assessment. to refer used to is “task” while questions test of quality observed in the work. Subjective tests are composed of “constructed composed of “constructed are tests Subjective work. the observed in of quality come up to is task student’s the that emphasize named to so items,” response test.”) “objective with just not select one. (Compare answer, an with of what should be studied) and performance standards (statements of what of what performance should be and studied) (statements standards of what a mean also can “Standard” mastery). of performance constitutes level assessment. criterion-referenced a in as of performance, description level based a rubric on the against student work appraises scorer scoring. The procedures are fixed, so that student performance can be comparable even student even performance be can comparable that so fixed, procedures are differenttimes. or at different places in standards given is test the when of various of achievement standards district and performance expectations) (statements standards content between distinguish Some states goals. curricular

84 Test Validity Task Subtest Summative assessment Subjective test (subjective scoring) (subjective test Subjective Standards Assessment Glossary Assessment test Standardized