LETRS Unit 1 Session 7.

1. Large-scale studies have shown that about half of first-graders who struggle with reading will catch up by third grade without any special interventions. o true o false 2. What is the primary purpose of progress-monitoring assessments? o a. They serve as a rough indicator of mild, moderate, or severe risk in basic reading skills. o b. They predict how well students will perform on outcome assessments. o c. They help teachers determine if a particular instructional approach is working to bring a student closer to a target level of reading skill. o d. They reveal detailed information about a student’s academic knowledge and ability. 3. Which characteristics describe typical outcome assessments? Select all that apply. o a. designed to measure passage comprehension o b. frequently, repeatedly administered (three or more times per year) o c. useful for comparing individuals to norms for a given age or grade level o d. useful for identifying students who need early, intensive intervention 4. Which is a common limitation of screening measures? o a. They are expensive and time-consuming to administer. o b. Their conservative benchmarks result in false positives—children identified as poor readers even though they will later develop adequate reading skills. o c. There are few effective means by which to measure children’s word-recognition skills. o d. Test designers have difficulty determining benchmarks that accurately predict which students will pass outcome assessments later on. 5. For an assessment to be useful in a school setting, which three psychometric criteria are the most important? o a. normed, valid, detailed o b. valid, reliable, predictive o c. concurrent, valid, efficient o d. reliable, valid, efficient