VI. Assessment and Instructional Decision-Making (Constructed Response)

Code-Based Skills

;

(D. C-A-P. MS. AK. WR)

Skills that involve decoding written symbols into sounds and words (e.g., sounding out "cat").

ex.

1. Decoding:

2. Concepts About Print:

3. Manipulating Sounds:

4. Alphabet Knowledge:

5. Word Recognition:

Meaning-Based Skills

(PK. V. C. OL)

Skill that involve understanding and interpreting the meaning of text (e.g., analyzing a story's theme).

ex.

1. Prior Knowledge:

2. Vocabulary:

3. Comprehension:

4. Oral Language:

DIBELS

(Dynamic Indicators of Basic Early Literacy Skills)

Assesses phonemic segmentation, blending, and manipulation of sounds

Initial Sounds Fluency (ISF)

a measure used to asses the Ability to quickly recognize and produce the first sounds in words.

• Example: Hearing /b/ in ball, /c/ in cat.

• Builds foundation for decoding and phonemic awareness.

Phonemic Segmentation Fluency (PSF)

Ability to break words into individual sounds (phonemes).

• Example: cat → /c/ /a/ /t/.

• Essential for spelling and decoding skills.

Basic Phonics Skills Test III (BPST III)

• Assesses foundational phonics skills in early readers.

• Measures ability to decode, blend, and recognize sounds and letters.

• Used to guide instruction in phonics and early reading.

Running Records

Tracks a student’s reading accuracy and fluency by recording errors and self-corrections during oral reading.

;

Fluency (Meaning-based)

Vocabulary Knowledge Scale (KVS)

measures how well students understand and use vocabulary words by having them rate their familiarity with each word.

1-5pts system.

;

Vocabulary (meaning-based)

Informal Reading Inventory (IRI)

measures a student’s reading ability by evaluating accuracy, fluency, and comprehension using leveled passages.

;

Text Comprehension (meaning-based)

Formative Assessments

(Informal and Ongoing )

Quick, flexible checks during instruction that produce

• Qualitative data (observations, discussions)

  or

• Quantitative data (exit tickets, quizzes, running records)

to monitor progress and guide teaching.

Summative Assessments

(formal, Outcome Driven)

formal evaluations given at the end of a learning period to measure overall student achievement and mastery of content.

Ex.

final exams, projects, essays, and standardized tests.

Quantitative Data

(Quant.)

Numerical information used to measure or assess performance.

Ex.

• Test scores

• Reading fluency rates

• Exit tickets

• Quick quizzes

• Running records

Qualitative Data

(Qual.)

descriptive information that provides insights into student learning and behavior.

Ex.

• Observations

• Discussions

State Assessments

standardized tests mandated by the state to evaluate student proficiency in core subjects and school accountability.

Diagnostic Assessment

An evaluation used before instruction to identify students’ strengths, weaknesses, and learning needs.

Examples:

• Pretests

• Reading inventories

• Skills checklists

• Phonemic awareness assessments

Performance-Based Assessment

Students demonstrate skills or knowledge by completing real-world tasks or projects.

Examples:

• Writing an essay

• Conducting an experiment

• Giving a presentation

Criterion-Referenced Assessment

Measures a student’s performance against a fixed set of learning standards or criteria, showing what they can or cannot do.

Examples:

• State proficiency tests

• Classroom tests based on learning objectives

• Mastery checks on specific skills

Norm-Referenced (Percentile) assessment

Compares a student’s performance to that of a larger group (peers), showing how they rank percentile-wise.

Examples:

• SAT

• IQ tests

• Standardized achievement tests like the Stanford Achievement Test

Universal Screening assessment

Brief tests given to all students to identify those who may need additional support early on.

Examples:

• DIBELS (Dynamic Indicators of Basic Early Literacy Skills)

• MAP Growth

• Early literacy screening tools

Validity (Assessment Concept)

The extent to which an assessment accurately measures what it is intended to measure.

• Example:

  A reading test should assess reading skills, not math skills

Reliability (Assessment Concept)

The consistency of an assessment’s results over time or across different scorers.

• Example:

  A math test should yield similar scores if taken by the same student at different times.

Fairness (Assessment Concept)

Ensuring assessments are free from bias and provide equal opportunity for all students to demonstrate their knowledge.

• Example:

  A test that accommodates different learning needs is fair to all students.

Practicality (Assessment Concept)

How easy and efficient an assessment is to administer, score, and interpret within given time and resources.

• Example:

  A simple, short quiz is more practical than a lengthy exam requiring extensive resources.

Authenticity (Assessment Concept)

The degree to which an assessment reflects real-world tasks and meaningful application of skills.

• Example:

  A project-based assessment in science mirrors real-world problem solving.

Test Bias

When an assessment unfairly advantages or disadvantages certain groups due to cultural, language, or socioeconomic factors.

• Example: A test with culturally specific content may disadvantage students from different backgrounds.

Reading Leveling Systems

;

(LL. F&P. GRL. DRA.)

• Lexile Levels:

• Fountas & Pinnell:

• Guided Reading Levels:

• Developmental Reading Assessment (DRA):
  

Measure of Complexity

;

(QAL. QNT. R&T)

refers to how difficult a text is for a reader, based on vocab, sentence structure, and ideas.

;

• Qualitative:

  • Theme, language, structure

• Quantitative:

  • Sentence length, word difficulty

• Reader & Task:

  • Reader’s skills, purpose, and interest

Reading Levels

;

(I. I. F)

Categories that match texts to readers’ abilities—Emergent, Early, Transitional, Fluent, Proficient—based on accuracy:

;

• Independent (95%+): Reads easily alone.

• Instructional (90–95%): Reads with some help.

• Frustration (<90%): Text too difficult, needs much support.

Lexile Measure/Level

 Numerical score indicating text difficulty (e.g., 600L).

• Example:

  A book with a Lexile of 850L suits proficient middle-grade readers.

Fountas & Pinnell

 Letter levels (A-Z) based on complexity and vocabulary.

• Example:

  Level J is typical for early second graders.

Guided Reading Levels

 Similar to F&P, uses letters to indicate text difficulty.

• Example:

  Level M might be suitable for mid-first graders.
  

Developmental Reading Assessment (DRA)

 Numbered levels assessing fluency and comprehension.

• Example:

  DRA 20 corresponds to a reader at the end of first grade.