Domain 1: Competency 2 Flashcards
COMPETENCY 2: Understand the purposes of reading assessment and best practices related to
standards-based entry-level assessment, monitoring of student progress, and summative assessment.
1-6
(1) Demonstrate knowledge of the three primary purposes of reading assessment:
(a)
a) entry-level assessment (e.g., using standards/curriculum-based assessments to determine the extent to
which students possess crucial prerequisite skills and knowledge expected at their grade level and to
determine students’ current skills and knowledge in a specific area of reading prior to planning instruction
and/or intervention in that area)
(1) Demonstrate knowledge of the three primary purposes of reading assessment:
(b)
b) monitoring of student progress
— conducting curriculum-based assessment on an ongoing basis to determine whether students are
progressing adequately toward achieving standards
— analyzing whether instruction has been effective or requires adjustment to meet the needs of
students
— as needed, using formal and informal diagnostic assessments in word analysis, fluency, vocabulary,
academic language, background knowledge, and comprehension to determine students’ specific
instructional needs
(1) Demonstrate knowledge of the three primary purposes of reading assessment:
(c)
c) summative assessment (e.g., using standards-based assessments to determine whether students have
achieved the goals defined by the standards or a group of standards)
- What was the problem in the story?
- How was the problem resolved?
(2) Recognize that students with an Individualized Education Program (IEP) or 504 plans may require alternative
assessments
Provide only what is specified by the IEP or 504 plan
(a)
a) Give students more time
(2) Recognize that students with an Individualized Education Program (IEP) or 504 plans may require alternative
assessments
(b)
b) Divide the assessment into smaller units
2) Recognize that students with an Individualized Education Program (IEP) or 504 plans may require alternative
assessments
(c)
c) Change the mode of delivery
2) Recognize that students with an Individualized Education Program (IEP) or 504 plans may require alternative
assessments
(d)
d) provide practice assessments
2) Recognize that students with an Individualized Education Program (IEP) or 504 plans may require alternative
assessments
(e)
e) Provide a simpler version of the assessment
(3) Demonstrate knowledge of quality indicators
a
a) Reliability: consistent scores.
Ex: Test A on day one and Test B on day two, students have almost identical scores
(3) Demonstrate knowledge of quality indicators
b
b) Validity: if it measures what it claims to measure
(3) Demonstrate knowledge of quality indicators
c
c) How to interpret the results of standardized tests
Norm referenced scores allow for comparisons between students taking the test and the national average.
(4) Demonstrate ability to interpret results of assessments and to use evidence from assessments to determine
whether a student is performing below, at, or above expected levels of performance with respect to gradelevel
content standards and benchmarks
(a)
a) Students below expected grade level have not met the standard
4) Demonstrate ability to interpret results of assessments and to use evidence from assessments to determine
whether a student is performing below, at, or above expected levels of performance with respect to grade level
content standards and benchmarks
(b)
b) Students that are “at” the expected level of performance have met the standard.
4) Demonstrate ability to interpret results of assessments and to use evidence from assessments to determine
whether a student is performing below, at, or above expected levels of performance with respect to gradelevel
content standards and benchmarks
(c)
c) At or above the expected level of performance have exceeded the standard.
