Four Types of Reading Assessments
It is important to know how to select and use screening tests, progress-monitoring tests and diagnostic surveys to identify students at risk of reading failure and provide effective instruction based on the students’ needs.
As an educator, you most likely have had exposure/experience in four kinds of assessments: outcome assessments, screening measures, progress-monitoring tests, and diagnostic surveys. As a parent it is important to know what assessments your child is administered and the information each reveals in order to ensure their instructional needs and strengths are being met.
Outcome Assessments
You most likely know the term summative assessments, which are end of year tests currently administered in most states. Federal law in connection with the Common Core Standards, now referred to as the Next Generation Learning Standards, require these tests to be administered. States who have control of their state test determine the content and design of them.
Outcome assessments are usually given within a specific time frame, used to be timed (may vary state to state) and reading and writing comprehension is the focus. It assesses the end This form of accountability is relied on to show progress within the state, district, and/or school. It also assesses everything the student should have learned the entire school year.
Screening Measures
Screening measures are used to identify students who will most likely pass outcome tests and at-risk students BEFORE they fail. Screening tests are given to all students (usually in early childhood grades) three times a year, are short in length, (less than 10-15 minutes) and categorizes students in 3 or 4 categories (well below level, below level, at level, above level) These tests focus on foundational skills with oral reading passages added as the grade/ time in year progresses. Data from these screeners are used to drive instruction, lead data talks and support RTI (response to intervention).
Progress-Monitoring Tests
Once a student is placed in a need for intervention, progress monitoring is a critical tool used to track progress of intervention students are receiving. Progress monitoring measures the effectiveness of instruction, to ensure that instruction is closing the gap. Progress-monitoring is frequent (depending on the need every 1-3 weeks), brief, and helps teachers make instructional decisions.
Diagnostic Surveys
Diagnostic surveys are also used to provide teachers with specific information about what a student knows so that they plan instruction accordingly. But it also used to determine treatment for a handicap or disorder. These surveys are not administered to all students but to students who are at high risk (Tier III). They are much longer than a screening test and the information provided tells about the student’s mastery in the areas being tested.
I hope you found this information useful. As a teacher it's important to know the difference between these assessments in order to maximize and put to use the information they provide. As a parent this is a great topic to start conversations about during parent teacher night or meet the teacher.
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