Although many literacy screening and progress-monitoring assessment scores have been shown to be well-correlated with a variety of measures of reading comprehension (see, for example, Goffreda & DiPerna, 2010) and serve as reasonably good indicators of which students are at risk for reading difficulties, a persistent problem with these assessments is that they provide little guidance to teachers about what kind of literacy instruction and/or intervention a student actually needs. Criterion-referenced test scores are contrasted with normatively referenced (i.e., norm-referenced) test scores, such as an SAT score. A final note related to progress-monitoring procedures is the emergence of studies suggesting that there may be better ways to measure students’ progress on instruments such as DIBELS Next compared to using slope (Good, Powell-Smith, & Dewey, 2015), which was depicted in the example using Jaime’s data. For this reason, information from this chapter should be combined with other chapters from this book and other texts outlining the use of effective literacy strategies, including students who are at risk for developing reading problems or who are English language learners. NAAL is designed to measure functional English literacy. Then, invite the students to compare their answers with those of their classmates. If these same inconsistencies in ratings arose across other items on the reading behavior scale or with other students, you would conclude that the scale has problems.
Literacy has traditionally been regarded as having to do with the ability to read and write. Even more vexing is when low oral reading fluency scores are caused by multiple, intermingling factors that need to be identified before intervention begins. They can provide data at single points in time or to monitor progress over time. Controversies arise when the richness of literacy is overly simplified by assessments that are not multidimensional or authentic, such as the overuse of multiple-choice questions. For many diagnostic literacy tests, reviews are available through sources such as the Mental Measurements Yearbook (MMY).
This chapter will help you learn more about how to make decisions about using literacy assessments and how to use them to improve teaching and learning. The four primary areas of aptitude are visual, textual, digital, and technological literacy. Visual literacy refers to an individual’s ability to understand and evaluate information presented through images such as pictures, photographs, symbols, and videos. One way to categorize literacy assessments is whether they are formal or informal. It is important for educators and school leaders to periodically inventory procedures being used, discuss the extent to which they are needed, and make decisions that will provide answers without over testing students. Administering the same subtests repeatedly would not be an effective way to monitor progress. As always, an answer about a preferred format depends on the purpose of the assessment and what kinds of decisions will be made based on findings. https://venngage.net/p/10682/20-common-types-of-literacy. The second outcome of being able to “ask and answer key details in a text” could be monitored over time using assessments such as state tests or responses on a qualitative reading inventory. Students should then use digital media (or a combination of digital and print) to create a presentation on their topic. Older students will also benefit from reading a variety of opinion and news articles in order to determine which ones contain the least bias.
Wechsler Individual Achievement Test (3rd ed.). Based on this information, Jaime is not likely to reach the level of reading 90 words correctly by the end of second grade and will probably only reach the benchmark expected for a student at the beginning of second grade. Entertain? An example of formative literacy assessment might involve a classroom teacher checking how many letters and sounds her students know as she plans decoding lessons.
During the intervention phase, progress-monitoring data points show that Jaime began making improvements toward this goal, and the line labeled “slope during intervention” shows that he was gaining at a rate slightly faster than his one word per week goal. When interpreting the graph in Figure 2, it becomes clear that intensive reading intervention was needed. So if someone asks you if a multiple choice test is a good test or if observing a student’s reading is a better assessment procedure, your answer will depend on many different factors, such as the purpose of the assessment, along with the quality of the assessment tool, the skills of the person who is using it, and the educational decisions needing to be made.
Eugene, OG: Dynamic Measurement Group, Inc. Retrieved from http://www.d11.org/edss/assessment/DIBELS%20NextAmplify%20Resources/DIBELSNext_AssessmentManual.pdf. Qualitative reading inventory-5. Versions of the MMY are available in hard copy at many libraries, as well as online for free for students at colleges and universities whose libraries pay a fee for access. Return, High school graduation decisions must be based on a more complete picture of a student’s literacy performance, obtained from a variety of systematic assessments, including informal observations, formative assessments of schoolwork, and consideration of out-of-school literacies, as well as results on standardized formal measures. At a basic level, it refers to a person’s ability to assimilate written information, such as literature and documents, and to communicate effectively in writing.
Portfolio assessments often take longer to do but also reflect the use of many important literacy skills that multiple choice items simply cannot assess. This chapter highlighted how teachers can use literacy assessments to improve instruction, but in reality, assessment results are frequently used to communicate about literacy with a variety of individuals, including teams of educators, specialists, and family and/or community members. Then again, just knowing where students’ scores fall on a bell curve does nothing to explain why they scored that way. This chapter focuses on key ideas for understanding literacy assessment to assist with educational decisions. It makes sense that much of the dialogue concerning educational assessment centers on high-stakes testing because it is this kind of assessment that is most controversial in the American education system, particularly since the vast majority of states have adopted the Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (CCSS; National Governors Association Center for Best Practices & Council of Chief State School Officers [NGA & CCSSO], 2010), along with high stakes tests intended to assess students’ proficiency in meeting them. These problems could include that the scale is poorly constructed, or that there may simply be inter-rater reliability problems related to a lack of training or experience with the people doing the ratings. L. No.
Good, R. H., Powell-Smith, K. A., & Dewey, E. (2015, February). 4, pp. To score high, all a student has to do is do better than most everyone else. Some suggestions include: Multiple Literacies: Definition, Types, and Classroom Strategies. Based on Jaime’s baseline scores, intervention team members decided that he should receive a research-based literacy intervention to help him read words more easily so that his oral reading fluency would increase at least one word per week. Even though the assessment of literacy using multiple choice items versus more authentic procedures seems like opposites, they do have an important feature in common: they both can provide answers to educational questions. Leslie, L., & Caldwell, J. S. (2010). The assessment measures how adults use printed and written information to adequately function at home, in the workplace, and in the community. Knowing about the different kinds of assessments and their purposes will allow you to be a valuable addition to these important conversations. An example of a single point estimate is a student’s word identification score from a diagnostic achievement test. Diagnostic literacy assessments typically involve the use of standardized tests administered individually to students by highly trained educational specialists, such as reading teachers, special educators, speech and language pathologists, and school psychologists. Types of Literacy1 1Adapted from “Media Literacy - Definition Matrix” Leadership Summit Toolkit 2007 Type of Literacy Brief Definition & Description Media Literacy Media Literacy is the ability to access, analyze, evaluate, & produce communication in a variety of forms.
The number of items the student gets correct (the raw score) is converted to a standard score, which is then interpreted according to where the student’s score falls on a bell curve (see Figure 1) among other students the same age and grade level who took the same test (e.g., the normative or “norm” sample). Literacy assessments are an important part of educational decision making, and therefore, it is essential that teachers gain a thorough understanding of their uses and misuses, gain experience interpreting information obtained through assessment, and actively participate in reform movements designed not just to eliminate testing but to use assessments in thoughtful and meaningful ways. Figure 2.
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