| Methods
of Assessment |
Purpose
of Test |
Frequency
of use Timeliness of results |
On
Demand Or Cumulative Assessment |
|
Diagnostic
Reading Assessment (DRA) |
This individual diagnostic assessment tool assesses phonological awareness, metalanguage, letter/word recognition, phonics, and structural analysis in grades K-3. (Oral reading, fluency, comprehension) | Varies depending on level and passages read. Give once a year |
On Demand |
|
DIBELS |
Dynamic Indicators of Basic Early Literacy Skills. Monitors the development of pre-reading and early reading skills. Is an example of a criterion-referenced assessment. If fluency rates are below target, instructions in fluency, vocabulary and comprehension are introduced. Utilizes supplemental programs in addition to core to address specific needs (Quick Reads, Great Leaps, Soar to Success, River Deep, Success Maker) and continue to progress monitor with DIBELS Oral Reading Fluency. | Given 3 times year |
Cumulative Assessment |
|
DRP (Degree
of Reading Power) |
Measures reading comprehension directly in grades 4 through 8. Also in primary 1-3. Screening Progress monitoring. | Given in early Fall and late Spring |
Cumulative Assessment |
|
Running
Records |
Assesses a student's reading performance as she/he reads from a benchmark book. A cumulative account of selected behavior, as of that of a student noted by a teacher over time. | 4 to 6 weeks |
On Demand |
|
Formative
Evaluation |
Understands the need for the intervention and begin making decisions about how to implement or improve the intervention. Also referred to as educative assessment, is used to aid in learning. In a school setting, Formative Assessment might be a teacher (or peer) or the learner, providing feedback on the student's work and would not necessarily be used for grading purposes. | Carried out throughout the year. |
On Demand |
|
Anecdotal
Notes |
Provide information about students' development over an extended period of time and identify the instructional needs of students. | Written Daily and Immediately |
Cumulative Assessment |
|
Criterion
Referenced Assessment |
Measures the mastery of specific skills (i.e., a student’s ability to name letters of the alphabet) and may be administered throughout the year for progress monitoring. Criterion-references tests typically report mastery/non-mastery for several instructional or performance objectives. These tests also have overall passing standards. The fundamental attribute of criterion-referenced assessments (CRTs) is that they report in terms of what students know or can do. Some criterion-referenced assessments have been normed. At the classroom level this type of assessment drives instruction. At the school and district levels criterion referenced assessments can aid in program evaluation and development. | Given once a year |
Cumulative Assessment |
|
Portfolio
Assessment |
Measures student's ability over time. Continual evaluation process by teacher and student, keeping students aware of criteria embedded in the instruction. Involves student in own assessment. Captures many facets of language learning performance and allows for expression of teacher's knowledge of students as participating learner. Student learns how to take responsibility for their learning. An example of alternative of authentic assessment. | Assessment is an ongoing process incorporated into the instruction and not external to the learning process. |
Cumulative Assessment
|
|
Reading
Conferences |
Provide students an opportunity to talk about their impressions of a book in a non-competitive setting. Promote student choice in literature to motivate continued reading. Individualized instruction to support understanding of literature concepts or terminology. (Successful conferences seem to be connected with how effectively the students can clarify their understanding of a text, how much they talk, and how much control they take during the conference situation.) | Given once a year |
Cumulative Assessment |
|
Reading
Miscues Inventory |
Reading Miscue Inventory Analysis is complex and time consuming. It is based on theoretical notions informed by linguistic, psycholinguistics, and sociolinguistics knowledge, and by a view of science that empowers educators to ask their own questions and solve their own problems, which leads to a conclusion. Miscue procedure provides the reader with information about the reading process and asks the reader to reflect upon select miscues made during the reading (Y. Goodman & Marek, 1996). Reading Miscue inventory and analysis can also combine aspects of the running record with oral retelling. Developed by Chris Workshop in the 1970s, RMA utilizes metacognition as it incorporates the ability to reflect upon one's reading process. | Diagnostic test on a needed basis for students who show problems or do not respond to current intervention. |
Cumulative Assessment |
|
Gates MacGinite
Reading Test |
Assesses student achievement in reading. Measures both reading vocabulary and comprehension. | Given in the Spring and Fall |
On Demand |
|
Summative
Assessment |
Can be either a criterion-referenced or norm-referenced test. They are used to determine the effectiveness of the instructional program. Carried out at the end of a course and typically used to assign students a course grade. | Given once a year |
Cumulative Assessment |
|
Performance
Assessment |
Performance assessment, also known as alternative or authentic assessment, is a form of testing that requires students to perform a task such as open-ended or extended response exercises rather than select an answer from a ready-made list. Students actively develop their approaches to the task under defined conditions, knowing that their work will be evaluated according to agreed-upon standards. | Assessment is based on the curriculum and requires a greater expense of time, planning and thought from students and teachers. | Cumulative Assessment |