Raw scores can be converted into percentiles, standard scores, and age- and grade-equivalent scores. Normed on a representative nationwide sample of more than 1,500 students. Reliability coefficients were in the .85 to .90 range, and validity measures are available from the publisher.
List reading fluency has been found to be highly correlated with passage-reading fluency.
WEB SITE: http://www.proedinc.com
The reading directions of schoolwork literacy assessment subtest requires that the student demonstrate some competence in specific skills — in addition to being able to read the instructions, the child must be able to accomplish each task such as: “In each box, underline the words that go together,” and “draw a line under the little word in each bigger word.” In addition to the reading tests subtests described above, there are three other subtests in this battery of skills which are tangentially related to reading skills — a mathematics vocabulary test, a science vocabulary test, and a social studies vocabulary test.
WEB SITE: http://www.proedinc.com
Raw scores can be converted into standard scores, and percentiles. This assessment tool was normed on national sample of 1,454 children in 15 states as a phonics test. Reliability measures are in the .90 range, and validity measures, assessed using the Basic School Skills Inventory, were found to be in the .55 range. Examiners no longer have to prepare their own items that require the use of company logos. All pictures have been drawn in color to present a more appealing look to children. Categorical vocabulary in this assessment consists of identifying that belong to a semantic category. Part of the alphabet knowledge subtest score is determined by oral reading accuracy. Two forms of the test are available for test-retest applications. Software for scoring is available from the publisher.
WEB SITE: http://www.proedinc.com
Norm-referenced. Norming sample included a nationally representative mix of approximately 30,000 students from 269 schools, representing 47 states across the U.S. Students receive scaled scores (SS), grade equivalent (GE) instructional reading level (IRL), percentile rank (PR), normal curve equivalent (NCE), zone of proximal development (ZPD), and diagnostic codes. The STAR Reading test yields a variety of test scores, some of which (instructional reading level – IRL) support criterion-referenced interpretations, and others of which (percentile ranks, grade equivalents, NCR scores) support norm-referenced interpretations. This assessment requires students to rely on background information, apply vocabulary knowledge, and use active strategies to construct meaning from the assessment text. The assessment is designed for repeated administration throughout the school year. All record-keeping and report preparation functions are completely automated. This literacy test has attained recognition as a scientifically research-based progress monitoring instrument by the federally-funded National Center for Student Progress Monitoring (NCSPM).
WEB SITE: http://www.renlearn.com
COGNITIVE ELEMENTS SUPPORTED:
- Reading Comprehension
- Language Comprehension
- Decoding
- Cipher Knowledge
- Letter Knowledge
- Concepts About Print
- Semantics (Vocabulary and Morphology)
- Phonological Awareness
SUBTESTS AND SKILLS ASSESSED: <strong>Letter Recognition (Grades K, 1)</strong> — Student must identify letters of the alphabet by name. <br ><br ><strong>Concepts of Print (Grades K, 1)</strong> — Student is given a sample of text, and the teacher fills out a checklist based on the students behavior. <br ><br ><strong>Story Retell / Listening Comprehension (Grades K, 1, 2, 3)</strong> — A story is read aloud to the student, and the student must answer comprehension questions about the story. Rubrics are provided for evaluating the quality of the student’s response to each question. <br ><br ><strong>Rhyming (Grade K)</strong> — For some items, the student must decide if two words rhyme. For the rest of the items, the student must generate rhymes for words. <br ><br ><strong>Phonemes (Grades K, 1, 2)</strong> — For some items, the student must determine which phoneme has been omitted from a word. For the rest of the items, the student must identify the sounds (phoneme
s) that correspond to the remaining letters. <br ><br ><strong>Syllables (Grade K)</strong> — Raw scores can be converted to percentile ranges. Scores are also represented categorically, describing student performance in terms of “emerging” “basic” or “proficient.” Reliability measures are provided in the technical manual, and are within expected ranges for students this age. Validity was assessed using intercorrelations of the subtests. The ERDA-2 was also validated using a sample of learning disabled children and matched controls. Most of these subtests have been adapted from other norm-referenced assessments (such as the WIAT and the TOWK). Some subtests are optional depending on teacher choice and student performance on other subtests. A flowchart is provided at each grade level — if students do poorly on certain subtests, this assessment recommends other subtests that can be administered to examine the students’ difficulties in more detail.
STAR Early Literacy Computer-Adaptive Diagnostic Assessment
Raw scores are converted into scaled scores, domain and skill score, and a literacy classification. Self-administered by computer (even for children who are not yet readers) by means of digitized audio directions for the test itself and for every test item. The assessment is designed for repeated administration throughout the school year. All record-keeping and report preparation functions are completely automated. This literacy test has attained recognition as a scientifically research-based progress monitoring instrument by the federally-funded National Center for Student Progress Monitoring (NCSPM).
WEB SITE: http://www.renlearn.com
Norms for Fall and Spring are provided. Raw scores can be converted into percentile ranks, stanines, grade equivalent scores, scaled scores, and normal curve equivalent (NCE) reading tests scores. Also content cluster performance indicators are available. This assessment was standardized and normed using a very large, nation-wide, representative sample of students. Test-retest and alternate form reliability coefficients were found to be in excess of 0.80 for all reading related subtests on the pre-primer to elementary level tests. Validity was determined using the MAT-7 and the OLSAT. This assessment battery also includes subtests in math, and the primary / elementary level versions contain subtests for science and social studies.
This is both a criterion-referenced and norm-referenced collection of assessments. Raw scores are compared against a criterion for success, and are described categorically — “red” being of greatest concern for dyslexia, “green” being of least concern. Growth norms are also provided to monitor the growth of students over time (relative to a normed sample). Internal consistency and test-retest reliability measures were within expected ranges for young students. The validity of the assessment was determined using other existing early reading assessments (e.g. ESI-R, BSRA, WPPSI-III). There are 16 subtest in this assessment battery. In addition to those listed above, there are other tests of number knowledge, visual memory, fine motor control, and postural stability.
SUBTESTS AND SKILLS ASSESSED: Basic Concepts — In this literacy assessment the student must point to a picture that is most similar to a verbal description (e.g. “Point to the big tree”).
Receptive Vocabulary — Student must point to a picture that best represents a dictated word. Words increase in difficulty.
Parallel Sentence Production — The teacher describes a picture using certain grammar, then the student describes a similar picture using the same grammatical structure the teacher did. This is a test of syntax and morphemic knowledge.
Word Relationships — Student must describe why pairs of words are related (e.g. SUN and HOT).
Rhyme Knowledge — Student must determine whether two words rhyme, decide which word out of a set of words does not rhyme, produce a rhyming word when given a prompt, and complete a sentence with an appropriate rhyming word.
Sound Categorization — Student must decide which word out of a set of words does not begin with the same sound (phoneme) as the other words.
Elision — Student must omit part of a compound word (e.g. teacher says “cowboy,” and student replies with “cow.”
Letter Knowledge — Student must correctly identify letters (by name, by pointing to them, and by writing them).
Phonics Knowledge — Student must identify the sounds (phonemes) that typically correspond to letters and letter clusters. Student must also correctly pronounce simple nonsense-words.
Invented Spelling — Student must write dictated words using appropriate spelling-sound conventions.
Book Handling — Student demonstrates just the most basic knowledge of concepts about print (e.g. parts of a book, direction of reading)
Concept of Word — Student demonstrates more advanced concepts about word boundaries and identifies (without decoding) specific words.
Matching Symbols — Student must match identical pairs of letters or numbers as well as clusters of letters.
Sight Word Recognition — Student must correctly identify words in a graded list.
Rapid Automatic Naming — Student must quickly identify pictures of familiar objects.
Word Retrieval — Student is given a category, and must think of as many words as possible that fit that category in one minute (e.g. “Name all of the food items you can think of.”).
Listening Comprehension — Student must retell important details from a story, and also answer comprehension questions about the story.
This collection of assessments is a mix of norm-referenced and criterion-referenced subtests. Where appropriate, raw scores can be converted into percentile ranks. Data from certain subtest can be combined to provide overall index scores. This assessment was standardized using a nationwide, representative sample of PreK – 1 students. Reliability coefficients were within expected ranges for students of this age range. Validity was determined using subtest intercorrelations, as well as correlations with other existing assessments (e.g. CELF Preschool-2, PIPA, ERDA-2, etc.). The different subtests in the ALL are broken down into different levels of investigation. There are indicator assessments (used as a screen for all children), diagnostic assessments (for students who did not perform well on the indicator assessment), and criterion-referenced assessments (for further investigation into the cause of the difficulties).
WEB SITE: http://pearsonassess.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=015-8074-742&Mode=summary
Raw scores can be converted into percentile ranges which can then be used to categorize the student’s achievement at Emerging/Below Basic, Basic, or Proficient range of development. Norms were based on representative sample (450) of the U.S. population of children aged 4 -6 years old. Reliability for each subtest and age were in the .80 range. Validity was assessed using the kindergarten and first grade versions of the Early Reading Diagnostic Assessment, Second Edition. The PIPA is an adaptation of the United Kingdom edition of the Preschool and Primary Inventory of Phonological Awareness (PIPA).
Assessments are divided into a “diagnostic test” and an “evaluation test” at each level (except for “beginning reader” which is only a diagnostic. Students who perform well below grade level on the “evaluation test” could be further assessed using the the “diagnostic test.” Grading software is available from the publisher. The Rigby Reads assessments are available in grades K – 8. They are purchased in sets of either K-3 or 4-8. Assessments come in two comparable forms (Form A and Form B) so they can be used for pre-test – post-test.
WEB SITE: http://rigby.hmhco.com/en/readspilot.htm
