![]() ![]() However, at risk students who are receiving intervention instruction should be progress monitored more frequently to determine if the interventions are successful. General progress monitoring assessments should be given at least three times a year for grades K-3. These assessments, based on developmental research, establish benchmarks (performance targets) for the beginning, middle, and end of a school year that predict success at meeting grade-level reading standards (Torgesen, 2006). The second type of progress monitoring tests measure reading skills (e.g., phonemic awareness, phonics, fluency, vocabulary, comprehension) but are not tied to a reading program. There may not be information about the reliability or validity of these tests, but they are useful because they provide information related to which students have learned what has just been taught (Torgesen, 2006). They help the teacher identify which students have mastered the material and whether the class is ready to move on to the next unit in the program. Curriculum-embedded tests assess the extent to which students have learned the material taught in the current unit of a reading program. There are two types of progress monitoring tests. ![]() Progress monitoring is especially helpful to make sure that students at risk for reading difficulty are making adequate progress and to identify any students who may be falling behind. The focus is on developing student learning. The primary goal of these assessments is to determine if the instructional practices being used are enabling students to make sufficient progress related to the development of reading skills. Progress monitoring assessments are sometimes called formative assessments and are given periodically to determine whether students are making adequate progress. Screening assessments are not diagnostic – they do not provide detailed information about why a student is struggling. Sometimes information from the previous year’s summative assessments can be used as part of the screening process. The goal of these assessments is to identify students early before start to fail. They provide an initial indication of which students might need extra instruction or intensive interventions if they are to reach grade-level reading standards by the end of the school year. Screening assessments are typically administered to all students at the beginning, middle and end of the year to identify students who might be at risk for reading difficulty. There are four main types of reading assessments that are used in schools: Screening, Diagnostic, Progress Monitoring, Summative. Related Essential question: Are we using the test for the right purpose? A test is only valid if it is being used for the purposes for which it was designed. The results from a valid test are used to make useful, accurate and beneficial decisions. Related Essential question: Are the test scores reliable between test administrators? Testing contexts? Test forms?Ī test is valid if it measures the skill or ability it says it is measuring. Personal judgment to determine a score should not be part of the process. If a test is reliable, the same result should be achieved regardless of who administers the test. Reliability refers to how consistently a test provides dependable, consistent measurement of a skill or ability. The text and graphics are from from Module 11 of the Keys to Beginning Reading professional development online course (Sedita, 2019). This goal of this blog post is to share basic explanations of key terms related to reading assessments.
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