Curriculum-Based Assessment and Other Informal Measures.pptx

Curriculum-Based Assessment and Other Informal Measures

1. Curriculum-Based Assessment and Other Informal Measures Submiited to: Dr.Zahida Parveen Submitted by: Tehreem Jaffar Hamza ALI

2. C urriculum -based measurement Curriculum-based measurement, or CBM, is a method of monitoring instruction regularly . C urriculum -based measurement frequent measurement comparing a student’s actual progress with an expected rate of progress.

3. A ssessment technique for monitoring progress Formative type of evaluation An evaluation is considered formative when the student is measured during the instructional period for acquisition of skills and goals. This formative evaluation allows the teacher to make observations and decisions about the student’s academic performance in a timely manner. Curriculum-based measurement may also be called progress monitoring because it is a formative type of evaluation .

4. Continue.. 2.Summative Evaluation it is a measurement taken at the end of the instructional period to determine the level of skill acquisition or mastery For example , end-of-chapter tests or end of-year tests are summative

5. Comparison Curriculum-Based Measurements Curriculum-Based Assessments Commercial Academic Achievement Tests Repeated measures of same academic skill level based on end-of-year goal ( su m m ative ) Usually given at end of instructional period ( for mative ) Given to students to determine possible eligibility for special education support Are standardized and have adequate reliability May be teacher-made and not standardized Have adequate reliability and construct validity but content may not be relevant for specific students Have content validity May not have adequate reliability and validity Are summative measures Specific skills assessed for reading fluency, spelling letter sequences, and math skills Assesses mastery of specific content or skill taught during academic period Assesses the broad domain of academic skills and achievement May be part of data collected for eligibility consideration May be part of data collected for eligibility consideration May be part of data collected for eligibility consideration

6. How to Construct and Administer Curriculum-Based Measurements Deno (1985) pinpointed specific design criteria inherent in effective CBMs: 1. The measures have sufficient reliability and validity so that they can be used confidently by classroom teachers to make educational decisions. 2. The measures are easy to use and understand so that teachers can employ them easily and teach others how to use them. 3. The results yielded by the measures are easy to explain to others , such as parents and other school personnel. 4. Because the measures are used frequently throughout the school year , they have to be inexpensive.

7. Constructing CBMs for Reading to assess reading for a specific grade level, the teacher will need to have a sufficient number of passages to use for two types of activities at least two times per week. read orally so that the words the student calls correctly can be counted for oral fluency, teachers can use the maze method , which has been found to provide valid assessment results in the area of reading comprehension. The maze method requires that the student read a passage that contains missing words and select the correct word from three choices

8. Oral Reading Flunency Measure If you are not certain of the readability level of a passage, simply type it into a word processing program, such as Microsoft Word, that contains a readability calculator Other methods for determining readability may also be used, such as the readability formulas found in reading textbooks mark any errors he or she makes on your copy. After 1 minute, have the student stop reading. Calculate the number of words he or she read correctly. The types of errors recorded are presented in Table 6.2

9. Continue.. B aseline score The beginning score against which student progress is measured In order to determine the student’s baseline score, have him or her read the three passages orally. Notes errors and total the number of words called correctly . Average the scores for the three passages for a baseline score aimline to monitor the student’s progress in working toward that goal For example, a second-grade student who obtains a baseline of 55 correctly read words per minute can be expected to increase oral reading by approximately 38 words by the end of the year. This would result in a total of 93 correctly read words per minute.

10. Continue.. This is calculated in the following manner: Baseline = 55 Weekly increase in number of words expected for 2nd grade = 1.5 per week Number of weeks of instruction following baseline period = 25 1.5 multiplies 25 = 38 + 55 = 93 A trend line can provide a quick view of how close the student’s performance is to the aim line. If the trend line does not seem to be near the aim line, for example if it seems to be flat or above the aim line, adjust your instructional interventions and delivery methods

11. Maze Reading Method To construct CBMs to assess this aspect of reading ability, select passages the same way you select passages for oral reading. passage, delete each nth word (the sixth, for example) and insert a blank in its place. Supply the student with three word choices for each blank; only one of the three choices should “make sense,” given the context of the sentence in which it occurs.

12. Constructing CBMs for Spelling To assess spelling ability, plot both the number of correct letter sequences and the number of correctly spelled words. In scoring correct letter sequences, give one point for each two letters that are in the correct sequence. Give one point for correct beginning and ending letters. For example, the number of correct letter sequences for the correctly spelled word time is 5. One point is scored for the t, one point for the correct sequence of ti , another point for im , another for me, and another for the correct ending letter of e.

13. Constructing CBMs for Mathematics For a math CBM, the problems should be operational (addition, subtraction, multiplication, division). Two-minute math probes should be composed of at least 25 math problems each should be composed of at least 25 math problems each Select or generate 25 grade-level computational problems per probe and construct three math sheets or probes for the baseline score and two probes for each week during the academic period. Have students complete as many problems as they can in the two-minute period. Count the number of correct digits and plot that number on the student’s graph. Determine a baseline math score and the aimline for a first-grade student by completing Activity 6.4.

14. Review of Research on Curriculum-Based Measurement A brief review of many years of research supports the use of curriculum-based measurement for several reasons curriculum-based measurement is used for instructional programming effective teachers were sensitive to the results of the assessment data and used those data to adapt or modify their instruction. Curriculum-based measurement has been found effective for use in universal screening of students for early reading acquisition skills curriculum-based measurement as one method of screening for special education eligibility

15. Criterion-Referenced Assessment Criterion-referenced tests compare the performance of a student to a given criterion. This criterion can be an established objective within the curriculum . The instrument designed to assess the student’s ability to master the criterion is composed of many items across a very narrow band of skills

16. Continue.. For example, a criterion-referenced test may be designed to assess a student’s ability to read passages from the fifth-grade-level reading series and answer comprehension questions with 85% accuracy. criterion-referenced instruments are nonstandardized a few criterion-referenced instruments are standardized. Some norm-referenced instruments yield criterion-related objectives Examples of these instruments are the KeyMath –3, K-TEA–II and Woodcock Reading Mastery Tests–Revised (WRMT–R) Figure 6.6 illustrates how an item from the WRMT–R might be expanded to represent criterion-referenced testing.

17. The BRIGANCE Comprehensive Inventories The BRIGANCE Comprehensive Inventory of Basic Skills is a standardized assessment system that provides criterion-referenced assessment at various skill levels. BRIGANCE system includes a variety of assessment screeners and criterion-referenced instruments for age groups ranging from early childhood through transition ages served in special education. These instruments include the Inventory of Early Development, the Comprehensive Inventory of Basic Skills II , and the Transition Skills Inventory

18. Teacher-Made Criterion-Referenced Tests criterion can be established at any level where the teacher wishes to assess the student’s mastery or acquisition. This type of measurement is used to determine the student’s position along the continuum of acquisition or mastery using criterion-referenced assessment is practical, has social validity, and may assist with educational accountability. This type of assessment can be adapted to other areas, such as a child’s speech and language development

19. Continue. The teacher may wish to use the following measures for criterion-referenced tests: More than 95% mastery of objective 90 to 95% instructional level 76 to 89% difficult level Less than 76% failure level

20. Task Analysis and Error Analysis Task analysis involves breaking down a task into the smallest steps necessary to complete the task. The steps actually reflect subskills or subtasks , which the student must complete before finishing a task subtasks Small units of a task used to complete a task analysis . In mathematics, for example, understanding of numerals and one-to-one correspondence must precede understanding of basic addition facts. A student must conquer addition and subtraction before tackling multiplication and division.

21. Continue.. Error analysis is an assessment method that a teacher can use with formal, informal, and direct measures, such as classwork. This is a method of discovering patterns of errors. A teacher may notice that a student who understands difficult multiplication facts, such as those of 11s, 12s, and 13s, continues to miss computation problems involving those facts. With careful error analysis of responses on a teacher-made test, the teacher determines that the student has incorrectly lined up the multiplicands. The student understands the math fact but has made a mistake in the mechanics of the operation Task analysis is a breaking down of the actual task or response expected to determine which prerequisite skills are lacking or have not been mastered. Error analysis often precedes task analysis because the teacher may need to look for a pattern of errors to determine exactly which task needs additional analysis.

22. Teacher-Made Tests T eachers made several types of errors in test construction and tended to test items only at the knowledge level. The types of items developed by teachers in this study included short response, matching, completion, true-false, and multiple choice, with essay items used infrequently. Teachers may write test items using different levels of learning, although many teachers use items at the knowledge level because they are easier to write. Such items require the student merely to recall, recognize, or match the material.

23. Continue.. Higher-order thinking skills are needed to assess a student’s ability to sequence, apply information, analyze, synthesize, infer, or deduct. These items may be more difficult and time-consuming to construct.

24. Other Informal Methods of Academic Assessment These methods include making checklists and questionnaires and evaluating student work samples and and permanent products. checklists Lists of academic or behavioral skills that must be mastered by the student. questionnaires Questions about a student’s behavior or academic concerns that may be answered by the student or by the parent or teacher

25. work samples Samples of a student’s work; one type of permanent product. permanent products Products made by the student that may be analyzed for academic or behavioral interventions

26. Informal Assessment of Reading Comprehension, decoding, and fluency are the broad areas of reading that teachers assess using informal methods. Comprehension is the ability to derive meaning from written language, whereas decoding is the ability to associate sounds and symbols several methods to informally assess comprehension. For example, students might be asked to answer comprehension questions about the sequence of the story and details of events in the story. Other techniques might include asking students to paraphrase or tell the story or events in their own words, answer vocabulary items, or complete cloze or maze tasks

27. Informal Assessment of Mathematics several methods for assessing specific math skills. Their techniques provide assessment of accuracy and fluency of basic facts, recall, basic concepts, operations, problem-solving concepts, content knowledge, tool and unit knowledge, and skill integration For example, asking the student to respond orally to problems involving basic operations rather than in writing. The responses should be scored as correct or incorrect and can then be compared with the established criterion for mastery (such as 90% correct). When a student responds to written tasks, such as copying numbers or writing digits, the student’s ability to write the digits can be evaluated and compared with the student’s oral mastery of math facts. In this way, the teacher is better able to determine if the student’s ability to write digits has an impact on responding correctly to written math problems

28. Informal Assessment of Written Language A student’s written language skills may be assessed informally using written work samples. These samples may be analyzed for spelling, punctuation, correct grammar and usage, vocabulary, creative ability, story theme, sequence, and plot. If the objective of instruction is to promote creativity, actual spelling, punctuation, and other mechanical errors should not be scored against the student on the written sample.

29. Performance Assessment performance assessment define as “testing methods that require students to create an answer product that demonstrates their knowledge or skills” useful tool for evaluating a student’s understanding of a subject if they’re able to apply their knowledge in specific situations

30. Authentic Assessment Authentic assessment differs from performance assessment in that students must apply knowledge in a manner consistent with generalizing into a “real-world” setting or, in some instances, stu complete the task in the “real world.” assessment tasks include essays, hands-on science labs, computer simulations portfolio collections

31. Portfolio Assessments A portfolio is a collection of student work that provides a holistic view of the student’s strengths and weaknesses. The portfolio collection contains various work samples, permanent products, and test results from a variety of instruments and methods.

32. Continue.. For example, a portfolio of reading might include a student’s test scores on teacher-made tests, including curriculum-based assessments, work samples from daily work and homework assignments, error analyses of work and test samples, and the results of an informal reading inventory

33. E ssential elements of effective portfolio assessment Be authentic and valid. Encompass the whole child. Involve repeated observations of various patterns of behavior. Be continuous over time. Use a variety of methods for gathering evidence of student performance. Provide a means for systematic feedback to be used in the improvement of instruction and student performance. Provide an opportunity for joint conversations and explanations between students and teachers, teachers and parents, and students and parents.

34. L ist of possible products that could be included in a portfolio for assessing literacy Samples of student writing Story maps Reading log or dated list of books student has read Vocabulary journal Artwork, project papers, photographs, and other products of work completed Group work, papers, projects, and products Daily journal Writing ideas

35. Informal and Formal Assessment Methods norm-referenced testing are useful in assessing factors that cannot be reliably or validly assessed using informal measures. There are some difficulties with using norm-referenced tests, however, and this has led to the shift to the response-to-intervention method, problem-solving method, and the increased use of informal measures, such as CBMs, to collect data.

36. Problems Related to Norm-Referenced Assessment Norm-referenced tests may not adequately represent material actually taught in a specific curriculum . (In other words, items on norm-referenced tests may include content or skill areas not included in the student’s curriculum frequent use of norm-referenced instruments may result in bias because limited numbers of alternate forms exist, creating the possibility of “test wiseness ” among students psychometric assessment of students using traditional norm-referenced methods is fraught with many problems of bias, including cultural bias, which may result in test scores that reflect intimidation or communication problems rather than ability level. These difficulties in using norm-referenced testing for special education planning have led to the emergence of alternative methods of assessment