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Published byMelina Gallagher Modified over 6 years ago
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Link Smarter, Not Harder: How Good Student Academic Assessment Leads to Better Classroom Interventions Jim Wright
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Using Data for Intervention Team Referrals
Baseline Data Collected Progress-Monitoring Data Collected Teacher Referral Initial Meeting Held Intervention Started & Monitored Follow-Up Meeting Held
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Limitations of Commercial, Norm-Referenced Achievement Tests
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Commercial Tests: Limitations
Compare child to ‘national’ average rather than to class or school peers May have poor overlap with student curriculum, classroom content Can be given only infrequently Are not sensitive to short-term student gains in academic skills
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Curriculum-Based Measurement
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Curriculum-Based Measurement : Defining Characteristics:
‘Tests’ preselected objectives from local curriculum Has standardized directions for administration Is timed, yielding fluency, accuracy scores Uses objective, standardized, ‘quick’ guidelines for scoring Permits charting and teacher feedback
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CBM Techniques have been developed to assess:
Reading fluency Math computation Writing Spelling Phonemic awareness skills
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Curriculum-Based Measurement : Defining Characteristics:
Samples objectives from local curriculum Uses items from a predefined ‘measurement pool’ Has standardized directions for administration Is timed, yielding fluency, accuracy scores Uses objective, standardized, ‘quick’ guidelines for scoring Permits charting and teacher feedback
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DIBELS Reading Probe: Benchmark 2.1
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57 WPM
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