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introduction_to_assessment_and_intervention__1_.pptx
introduction_to_curriculum_based_measurement.pptx
introduction_to_rti.pptx
overview_of_academic_achievement__1_.pptx
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Please read the power point 4 file and answer this 4 question but please full answer
1. In previous class lectures, we discussed using different types of individual assessment
methods to measure academic performance (i.e. reading, math, writing), to inform
teaching and learning, and to determine eligibility for Specific Learning Disability.
Please describe the differences between Norm Referenced and Criterion Referenced
assessment tests.
a. Define each.
b. What is the primary purpose of each assessment?
c. What are the roles of each assessment in special education?
2. With your knowledge of multitiered support, please define Response to Intervention
(RTI). What are the three processes?
3. If a student was having reading difficulties in the classroom and you were assigned to
assess their patterns of strengthens and weaknesses, what “Big Five” areas of reading
would you assess?What type of assessment would you use to assess the students’
difficulties (e.g. Criterion referenced or Normed referenced) and why?
4. What are the four steps in the Instructional Hierarchy? Please list and describe each of
the four steps and identify an effective strategy that would help a student learn at each
step.
Introduction to Assessment
and Intervention
Psychoeducational Assessment
January 29, 2015
Questions, Comments, Concerns…
In the article about math difficulties it mentions reading and math skills depending highly on
stored knowledge. Is there an assessment that can analyze and measure how much an
individual can remember, and how long it takes for them to remember something? After
assessing those students and getting the results about their capacity, Is there a way to
enhance to a student’s capacity?
The WIAT can be exceedingly lengthy. What are some tips when assessing younger children
who are antsy?
In this week’s reading a concern I had was that if the content of these curriculum based
assessments and measurement are based on the idea that “one should test what one
teaches.” Curriculum vary across districts and even across schools, so how can it be a direct
measurement and evaluation on what is being taught if schools with limited resources or in
certain areas are not provided with the same resources as their counterparts in “wealthier”
neighborhoods?
How do curriculum based assessments address the discrepancies between school districts when they
have different benchmarks, different courses and their own time frames to cover the material?
Are there alternative solutions for schools who do not have the resources or personnel to deliver
certain interventions? Is their option to use possibly less effective interventions that are more
feasible?
Purpose of Academic Assessment
To measure academic performance, especially on basic academic skills (i.e.,
reading, math, writing)
To inform teaching and learning
To determine eligibility criteria for specific learning disability
Types of Individual Assessment Methods
Norm-Referenced Tests
Items sample specific academic skills within a content area
Scores are derived by comparing the student’s performance to that of a same-age/samegrade norm group
Primary purpose: deciding the relative standing of an individual within a peer group
Have the potential to contribute to decisions regarding special education eligibilty
Criterion-Referenced Test
Examine mastery of specific skills
Comparison of student’s performance against an absolute standard
May be helpful for screening decisions
Can contribute to identification of target areas for educational intervention
Basic Assumptions in Addressing
Academic Problems (Lentz & Shapiro, 1985)
Assessment must reflect an evaluation of the behavior in the natural
environment.
Assessment should be idiographic rather than nomothetic.
What is taught and expected to be learned should be what is tested.
The results of the assessment should be strongly related to planning
interventions.
Assessment methods should be appropriate for continuous monitoring of
student progress, so that intervention strategies can be altered as indicated.
Measures used need to be based upon empirical research and have adequate
validity.
Measures should be useful in making many types of educational decisions.
Curriculum-Based Assessment
Direct assessment of academic skills
Underlying assumption: One should test what one teaches
General Outcome Measurement
Use standardized measures with acceptable levels of reliability and validity
Typically presented as brief, timed samples of performance
Primary objective: to index long-term growth in the curriculum and across a wide range
of skills
Specific Subskill-Mastery Models
Criterion-referenced and usually based on the development of a skills hierarchy
Not standardized because a shift in measurement is required with the teaching of each
new objective
Primary objective: to determine whether students are meeting short-term instructional
objectives of the curriculum
Curriculum Based Assessment vs. NormReferenced Tests
Direct Interventions for Academic
Problems
Interventions are considered direct if the responses targeted for change are
identical to those observed in the natural environment
Derived from three types of empirical research
Relationship of time variables to academic performance
Increased active engaged time (e.g., opportunities to respond) related to increased
academic performance
Performance models of instruction
Academic enablers – motivation, academic engagement, study skills
Instructional environment – teacher instruction, feedback, reinforcement
Effective instructional design
Direct instruction approach
Research Supported Characteristics of
Effective, Intensive Academic Interventions
Explicit Instruction
Instructional Level or Appropriate Level of Challenge
Characterized by systematic scaffolds including high levels of modeling, guided and
independent practice, and structured feedback
Match between the required task’s difficulty and the student’s performance
Frequent Opportunities to Respond
Practice helps students retain newly learned information
Targeted Based on Student Skill
Feedback
Instructional Hierarchy
Acquisition
Student has begun how to complete the target skill correctly, but is not yet accurate or fluent
Intervention goal: improving accuracy
Fluency
Student is able to complete the target skill accurately, but works slowly
Intervention goal: increasing speed of responding (fluency)
Generalization
Student is accurate and fluent in using the target skill, but does not typically use it in different
situations or settings
Intervention goal: using the skill in the widest possible range of settings and situations or
accurately discriminating between the target skill and similar skills
Adaptation
Student is accurate and fluent in the target skill and uses it in different settings, but cannot
adapt the skill to fit novel task demands or situations
Intervention goal: identify elements of previously learned skills that can be adapted to new
demands or situations
Matching Intervention to Student
Learning Stage
Learning Stage
Acquisition
Exit goal: The student can
perform the skill accurately
with little adult support.
Student “Look fors”
• Is just beginning to
learn skill
• Not yet able to
perform learning task
reliably or with a high
level of accuracy
Effective Strategies
• Active demonstration
of target skill
• “Think-aloud”
strategies
• Models of correct
performance to consult
as needed
• Feedback about
correct performance
• Praise and
encouragement for
effort
Matching Intervention to Student
Learning Stage
Learning Stage
Student “Look Fors”
Fluency
• Gives accurate
Exit goal: The student (a)
responses to learning
has learned skill well
task
enough to retain, (b) had • Performs learning task
learned skill well enough
slowly and haltingly
to combine with other
skills, and (c) is as fluent
as peers.
Effective Strategies
• Structured learning
activities to give
opportunity for active
responding
• Frequent opportunities
to drill and practice
• Feedback on fluency
and accuracy of
performance
• Praise and
encouragement for
increased fluency
Matching Intervention to Student
Learning
Learning Stage
Student “Look Fors”
Generalization
• Is accurate and fluent
Exit goal: The student (a)
in responding
uses the skill across
• May fail to apply new
settings and situations
skill to new situations
and (b) does not confuse
and setting
target skill with similar
• May confuse target
skills.
skill with similar skills
Effective Strategies
• Structured academic
tasks to use the
academic skill
regularly in
assignments
• Encouragement,
praise, and reinforcers
for using skill in new
settings
• Identify tasks to do
outside of school to
practice target skill
Matching Intervention to Student
Learning
Learning Stage
Adaptation
Exit goal: The adaptation
phase is continuous and
has no exit criteria.
Student “Look Fors”
• Is fluent and accurate
in skill
• Applies skill in novel
situations/settings
without prompting
• Does not yet modify
the skill as needed to
fit new situations
Effective Strategies
• Identifying core
element(s) of target
skill to modify to face
novel tasks/situations
• Opportunities to
practice target skill
with modest
accommodations in
new settings with
encouragement,
corrective feedback,
and praise
Introduction to Curriculum
Based Measurement
Psychoeducational Assessment
April 2, 2015
Activity – KWL Chart
What do you…
Know about curriculum based assessment/measurement?
Want to know about curriculum based assessment/measurement?
What is Curriculum Based Assessment
(CBA)?
Procedure for determining the instructional needs of students based on the
student’s ongoing performance in existing course content
CBA is…
Repeated frequently throughout the year
Used as the basis for educational decision making and student planning
CBA is not designed to…
Replace norm-referenced achievement test batteries
Supplant current service delivery models for eligibility
Be the primary means of assessment in the content areas
What Can CBA Do?
Serve as effective means for providing evaluation prior to placement in
special education programs
Determine whether a student is accurately placed in curriculum materials
Assist in developing strategies for remediation of academic problems
Suggest changes in the instructional environment that may improve the
student’s performance
Provide a means for setting IEP short and long term goals for students in
special education programs
Provide a method for monitoring progress and performance of students across
time
What Can CBA Do?
Provide an empirical method for determining when an intervention is
effective or not
Make the assessment relevant to what the child has been expected to learn in
the curriculum
Provide a potential strategy for screening students
Offer an empirical method for deciding whether a student needs to move to a
more restrictive setting
Provide accountability for teachers and psychologists when making eligibility
decisions
Attributes of CBA/M
Alignment
Technical adequacy
Criterion-referenced measures
Standard procedures
Performance sampling
Decision rules
Repeated measurement
Efficiency
Types of Curriculum Based Assessment
General Outcome Measures/CBM
Specific Subskills Mastery
Two Models of CBA – General Outcome
Measurement
Standardized measures that have acceptable levels of reliability and validity
Standardized administration procedures
Emphasis on basic skill performance highly correlated to comprehension
and higher level skills
Primary objective – progress monitoring
Sample Progress Monitoring Data
Areas Typically Assessed Using CBA/M
Reading
Spelling
Number of words spelled correctly
Number of correct letter sequences
Writing
Oral reading fluency (words read/minute)
Maze passage fluency (3 minutes; number of maze words correct/minute)
Number of words written
Correct word sequences
Math
Computation fluency (digits correct/minute)
Concepts and applications
Two Models of CBA – Specific Sub-skills
Mastery
Criterion-referenced
Based on the development of a skills hierarchy
Primary objective – suggestions for instructional modification
Blankenship’s (1985) Model of CBA
Student performance evaluated on individual instructional objectives
Testing on similar objectives repeated over several days
Done to provide stable indications of student performance
Used to derive instructional objectives
Periodic assessment used to determine whether the student has mastered the
content
Developing a CBA Probe
List the skills presented in the material selected
Examine the list to see if all important skills are presented
Write an objective for each skill on the list
Prepare items to test each listed objective
Prepare testing materials for student use
Plan how the CBA will be given
Administering a CBA Probe
Give the CBA immediately prior to beginning instruction on a topic
Study the results to determine….
◦
◦
◦
Re-administer the CBA after instruction and study the results to determine….
◦
◦
◦
Which students have already mastered the skills
Which students have the prerequisite skills
Which students lack mastery of the prerequisite skills
Which students have mastered the skills
Which students are making sufficient progress
Which students are making insufficient progress
Periodically re-administer the CBA throughout the year to assess for long term
retention
Activity – KWL Chart (revisited)
What did you Learn about curriculum based assessment/measurement?
Reading CBM
Administration and Scoring
Fluency = Automaticity with the Code
What is it?
The
ability to quickly and accurately apply letter-sound
correspondence to reading connected text.
Automaticity provides an overall indicator of student
growth and development in reading skills.
What is it not?
Oral
reading fluency will not tell you everything you
need to know about student reading performance.
However, there is a strong relationship between oral
reading fluency and comprehension.
Automaticity with the Code
When should Automaticity with the Code be assessed?
Oral reading fluency in connected text can begin for all students in Winter of first
grade.
All students should be assessed a minimum three times per year to ensure
adequate progress toward end of year reading goals.
Students who are identified as at risk of reading difficulty should be
monitored at least 1x/month to ensure effectiveness of intervention and to
allow for timely instructional changes
Qualitative Features of Good Reading
Is highly fluent (speed and accuracy)?
Uses effective strategies to decode words?
Adjust pacing (i.e., slows down and speeds up according to level of text
difficulty)?
Attends to prosodic features?
Inflection (pause, voice goes up and down)
Punctuation (commas, exclamation points, etc.)
Predicts level of expression according to syntax
Possesses prediction-orientation?
Seems to look ahead when reading
Reads at a sentence or paragraph level
Qualitative Features of Good Reading
Self-monitors what she/he is reading?
Self-corrects if makes meaning distortion errors
Makes only meaning preservation errors?
More errors that preserve meaning (e.g., “house” for “home”)
Fewer meaning distortion errors (e.g., “mouse” for “house.”)
Automaticity on reread words.
Words that appear throughout text are read automatically (e.g., become “sight
words”)
CBM Administration & Scoring
Procedures
Materials
Unnumbered copy of passage (student copy)
Numbered copy of passage (examiner copy)
Stopwatch
Tape recorder (optional)
Directions
1.
Place the unnumbered copy in front of the student.
2.
Place the numbered copy in front of you but shielded so the student cannot
see what you record.
3.
Say these specific directions to the student for the first passage:
When I say “begin,” start reading aloud at the top of the page. Read
across the page (DEMOSTRATE). Try to read each word. If you come to a
word you don’t know, I’ll tell it to you. Be sure to do your best reading.
Directions
(continued)
4.
Say “Begin” and start your stopwatch when the student says the first word. If
the student fails to say the first word of the passage after 3 seconds, tell
them the word and mark it as incorrect, then start your stopwatch.
5.
Follow along on your copy. Put a slash (/) through words read incorrectly.
6.
If a student stops or struggles with a word for 3 seconds, tell the student the
word and mark it as incorrect.
7.
After 1-minute, place a bracket ( ] ) after the last word and say, “Stop.”
Helpful Scoring Hints
If students appear to understand the instructions following the administration
of the first passage, the examiner need only point to the first word at the top
of the subsequent passage saying “Begin.”
If you completely lose track of where the student is reading, discontinue the
reading and begin another passage.
Score reading passages immediately after administration.
Sample Passage – Examiner Copy
Sample Passage – Student Copy
Scoring Reading Passages
What is a “word.”
example
cat
TW = 1
read as:
“cat”
WRC = 1
example
I sat
TW = 2
read as:
“I sat.”
WRC = 2
What is a “correctly read word?”
Rule 1. Correctly Read Words are pronounced correctly. A word must be
pronounced correctly given the context of the sentence.
Example: The word “r-e-a-d” must be pronounced “reed” when presented in
the context of:
He will read the book
WRC = 5
not as:
“He will red the book.”
WRC = 4
Rule 2. Self corrected words are counted as correct. Words misread initially
but corrected within 3 seconds are counted as read correctly.
What is a “correctly read word?”
Rule 3. Repeated Words are Counted as Correct. Words said over again
correctly are ignored.
Example:
Ted ran swiftly.
WRC = 3
read as:
“Ted ran…Ted ran swiftly.”
WRC = 3
What is a “correctly read word?”
Rule 4. Dialect. Variations in pronunciation that are explainable by local
language norms are not errors.
Example:
They washed the car.
WRC = 4
read as:
“They warshed the car.”
WRC = 4
What is a “correctly read word?”
Rule 5. Inserted words are ignored. When a student adds extra words, they
are not counted as correct words nor as reading errors.
Example:
Sue was happy.
WRC = 3
read as:
“Sue was very happy.”
WRC = 3
What is an “incorrectly read word?”
Rule 6. Mispronounced or substituted words are counted as incorrect.
Example:
The dog ate the bone.
WRC = 5
read as:
“The dig ate the bone.”
WRC = 4
What is an “incorrectly read word?
Rule 7. Omitted words are counted as errors.
Example:
Mario climbed the oak tree.
WRC = 5
read as:
“Mario climbed the tree.”
WRC = 4
What is an “incorrectly read word?”
Rule 8. Hesitations. When a student hesitates or fails to correctly
pronounce a word within 3 seconds, the student is told the word and an
error is scored.
Example:
Mark s …
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