LETRS Unit 1 Session 8
1. Outcome assessments✔✔✔ Outcome assessments assess the overall
effective- ness of instruction given to a large student population—for
example, all students within a state. These high-stakes, summative
reading assessments are usually administered at the end of grade 3 or
4. Because they are often normed, they can show how an individual is
doing relative to norms and help in comparing groups.
2. Screening measures✔✔✔ Screening measures help predict which
students are at risk for reading failure and how they are likely to
perform on outcome assessments by measuring their performance
against established benchmarks. Screening mea- sures, such as
Acadience® Reading K-6 or AIMSweb®, focus on foundational skills
and are administered several times a year in the early grades.
Because they are brief, low-cost measures that provide extremely
useful information, they are highly efficient.
3. Diagnostic surveys✔✔✔ Diagnostic surveys inform teachers' work
with at-risk readers. This category includes informal diagnostics
teachers use to assess stu- dents' academic knowledge or skills in a
, particular area (e.g., a developmental spelling inventory or
handwriting sample), as well as formal, specialized testing used to
determine whether a student fits the criteria for a specific
developmental disorder (e.g., an assessment to determine whether
and where a child falls on the autism spectrum).
4. Progress-monitoring tests✔✔✔ Progress-monitoring tests inform
instruction by telling how well instruction is working—that is, how at-
risk students are responding to instruction. These formative
assessments, typically administered every 1-3 weeks, focus on specific
targeted skills. Teachers can use them to determine the effectiveness
of a given program or approach.
5. Many screening measures can be considered diagnostic since they
pro- vide extremely detailed data about a students skills in particular
literacy domains.✔✔✔ true or false
6. If a student needs work on phonics and decoding, what kind of informal
diagnostic assessment would provide the most useful information on
how to help this student with these skills?✔✔✔ a. a spelling inventory
to show which features of English spelling the student has mastered
b. a word-reading survey to show which sound-symbol
correspondences the student knows and which ones still need
practice
c. a vocabulary test to show student understanding of word meanings in
1. Outcome assessments✔✔✔ Outcome assessments assess the overall
effective- ness of instruction given to a large student population—for
example, all students within a state. These high-stakes, summative
reading assessments are usually administered at the end of grade 3 or
4. Because they are often normed, they can show how an individual is
doing relative to norms and help in comparing groups.
2. Screening measures✔✔✔ Screening measures help predict which
students are at risk for reading failure and how they are likely to
perform on outcome assessments by measuring their performance
against established benchmarks. Screening mea- sures, such as
Acadience® Reading K-6 or AIMSweb®, focus on foundational skills
and are administered several times a year in the early grades.
Because they are brief, low-cost measures that provide extremely
useful information, they are highly efficient.
3. Diagnostic surveys✔✔✔ Diagnostic surveys inform teachers' work
with at-risk readers. This category includes informal diagnostics
teachers use to assess stu- dents' academic knowledge or skills in a
, particular area (e.g., a developmental spelling inventory or
handwriting sample), as well as formal, specialized testing used to
determine whether a student fits the criteria for a specific
developmental disorder (e.g., an assessment to determine whether
and where a child falls on the autism spectrum).
4. Progress-monitoring tests✔✔✔ Progress-monitoring tests inform
instruction by telling how well instruction is working—that is, how at-
risk students are responding to instruction. These formative
assessments, typically administered every 1-3 weeks, focus on specific
targeted skills. Teachers can use them to determine the effectiveness
of a given program or approach.
5. Many screening measures can be considered diagnostic since they
pro- vide extremely detailed data about a students skills in particular
literacy domains.✔✔✔ true or false
6. If a student needs work on phonics and decoding, what kind of informal
diagnostic assessment would provide the most useful information on
how to help this student with these skills?✔✔✔ a. a spelling inventory
to show which features of English spelling the student has mastered
b. a word-reading survey to show which sound-symbol
correspondences the student knows and which ones still need
practice
c. a vocabulary test to show student understanding of word meanings in
