Assessment

1
Assessment Instruction Cycle

• Initial Evaluation
• Archival Assessment
• Diagnostic Assessments
• Formal Standardized Measures

• Assessment
• Determine starting point
• Analyze Errors
• Monitor Progress
• Modify Instruction

• Instructional Design
• Determine Content
• Select Language of Instruction
• Select examples
• Schedule scope and sequence
• Provide for cumulative review

• Instructional Delivery
• Secure student attention
• Pace instruction appropriately
• Monitor student performance
• Provide feedback

Madigan, Hall, Glang(1997)
2
Graph and Analyze Data

• Compare trend of student progress to goal line
  (goal line connects beginning performance with
  year-end target)
• If student progress is less steep than goal line,
  modify instruction
• If student progress is steeper than goal line,
  set higher target

3
Interpreting Graphed Data - Aimlines

Baseline
Intervention
65
60
55
50
45
Words Read Correctly Per min.
40
35


30



25


20
15


10

5
0
1 2 3 4 5 6 7 8
9 10 11 12 13 14 15 16
17 18 19 20
Session Number
4
Interpreting Graphed CBM Data

• Trend
• A way to look at overall direction of the
  observed behavior as demonstrated through a
  trend.
• Trend
• increasing rate or degree
• zero trend (flat line)
• decreasing

5
Interpreting Graphed CBM Data3 Data Point Rules

• If 3 consecutive data points are
• below the aimline, make an instructional change
• above the aimline, the student is making adequate
  progress. Consider setting a new instructional
  goal.
• are not above or below the aimline for 3
  consecutive data points, make no changes

6
Establishing Aimlines

• Dynamic Aim
• Best guess about the criterion for success
• Instructional Placement Standards
• Criterion for success in based on instructional
  placement standards
• Prescriptive Standards
• Expected growth rates

7
Graphic Display

• Tells us When to make a change

• What skills need to be taught?

Error Analysis
8
Error Analysis

• Error analysis
• Involves reviewing the students scored CBM
  reading probes to identify specific error types
  and patterns
• Helps to set priorities for teaching
• Error patterns
• Indicate areas in need of further instruction
• Constitute a database for determining what
  content and strategies to teach

9
Error Analysis Process

• 1. Identify errors on students ORF probes
• 2. Categorize errors by type (for example)
• Letter/sound correspondence
• letters, sounds, sound combinations
• Word-type errors
• Rule based (VCe pattern), word beginnings and
  endings, compound words
• Irregular error
• (e.g., said, was, beautiful)
• Random guessing error
• 3. Look for error patterns within each error type

10
Error Analysis
Sounds Reg. Irreg. Multi-Syllable
Contract- Words Words
Words ions
11
Error AnalysisExample 2 (cont.)
money
can not
k-now
gIve
it is
pie-e-ses
12
Error Analysis Example 2
do not
w-ant
say-id
one
sig
want-ing
one
I will
13
Error Analysis
Sounds Reg. Irreg. Multi-syllabic
Contract- Words Words
Words ions
know (r) money 2 pieces
cant have (r) give
college its


want wanted dont
said
Ill one sign
14
Error AnalysisExample 2 (cont.)

• Error Patterns
• Irregular words
• Words with silent letters and irregular vowel
  sounds
• Word Types
• Contractions
• Multisyllabic Words
• Sound Combination

15
Implications for Instruction

• Use of effective teaching strategies
• Pinpoint error types and efficiently teach or
  reteach the skill
• Determine instructional strategy to teach the
  skill.
• Be sure necessary preskills for strategies are
  present.

• Do students know letters used in words?

• Do students know facts in a computation problem?

• Do students know basic mechanics rules for
  written expression?

16
Sequencing Guidelines (Carnine, Silbert
Kameenui, 1997)

• 1. Preskills of a strategy are taught before the
  strategy itself is presented.

2. Instances that are consistent with a strategy
are introduced before exceptions.
3. High utility skills are introduced before less
useful ones.
4. Easy skills are taught before more difficult.
5. Strategies and information that are likely to
be confused are not introduced at the same
time.(Separate skills that are easily confused.)
17
Instructional Design Structure
Selection of Examples Sequence of
Examples Guided Practice Examples Independent
Practice Examples