Reading Assessment Policy Research: Understanding Elementary Reading Assessment Options

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Contents 1 Summary 1.1 What are the educators’ reading assessment options? 1.2 Who is the reading assessment tool intended for? 1.3 What are the reading assessment administration requirements? 1.4 How is the reading assessment scored and how are the scores represented? 1.5 What kind of information does the assessment provide? 1.6 How can the results be understood or used? 1.7 How can one tell if a reading assessment is precise, or reliable? 1.8 How can you tell if a reading assessment is valid? 1.9 How can one tell if a reading assessment is sensitive to individual differences? 1.10 How much prior training does the administration of the reading assessment tool require? 1.11 How can one tell if the physical characteristics of a reading assessment tool are adequate? 1.12 How does one estimate the cost of a reading assessment tool? 1.13 Concluding Remarks 2 Key Findings 3 Recommendations for Future Research/Direction 4 What Do You Think?

Alain Desrochers, University of Ottawa and
Victor Glickman, University of British Columbia
Report PDF

Summary

The main purpose of educational programs is to change students’ knowledge and ability. Reading is very important because other learning depends on it. Several assessment tools are available to measure reading ability, but they vary considerably. The main goal in this paper is to investigate 12 questions and answers that can help educators in their decisions. The questions are listed below:

1. What are the educators’ reading assessment options?
2. Who is the reading assessment tool intended for?
3. What are the assessment administration requirements?
4. How is the reading assessment scored and how are the scores represented?
5. What kinds of information does the assessment provide?
6. How can the results be understood or used?
7. How can one tell if a reading is precise or reliable?
8. How can one tell if a reading assessment is valid?
9. How can one tell if a reading assessment is sensitive to individual differences?
10. How much training does the administration of a reading tool require?
11. How can one tell if the physical characteristics of a reading tool are adequate?
12. How can one estimate the cost of a reading tool?

This guide is meant to provide decision makers within the education system with criteria to help with both buying and using the best assessment tool for their needs. The criteria may also be used to match an assessment tool with specific needs or goals. The assessment tool must be useful. The criteria here can aid anyone in making sound, objective decisions.

What are the educators’ reading assessment options?

Usually reading assessment is done to help with change of all kinds in the educational system. If we wish to change individual learners, we need information on their cognitive abilities so we can predict future or actual reading skills. The assessment may show that a child is at risk of reading failure, or if he is up with, or far ahead of his peers. Results may show that different intervention is needed.

If we wish to change the reading program and curriculum, we are then looking at how readers as a group meet the reading goals. The purpose here is to measure the gains in certain areas. This may show that certain parts of the curriculum need to be improved. It may also indicate if implementation is the problem.

Reading assessment is usually done for screening purposes, to monitor progress, for diagnostic reasons and for outcome evaluation.

Often students are screened to show which children are at risk of reading failure. Several cognitive skills can predict future reading performance. They are letter names and sounds, phonological awareness, oral vocabulary size and object naming speed. Once the screening is done then extra support may be given before failure occurs.

Several kinds of intervention need the child’s progress to be monitored regularly. These tell if children are learning at an adequate rate and give quick feedback for teachers.

After a child has been identified as having reading difficulties another type of assessment is needed. Some assessment tools may give us a profile of the child’s strengths and weaknesses.

Another kind of assessment is the outcome assessment. This kind of assessment is used to evaluate the effectiveness of a reading program.

Who is the reading assessment tool intended for?

All reading assessment tools are designed for a particular population, so they are most reliable when used with children from the same group. When they are considering an assessment tool, educators should make sure that it has Canadian norms of reference. Many reading assessment tools used in Canada were designed and tested in the United States.

What are the reading assessment administration requirements?

Administration requirements are very important. Some are related to issues such as time, where others have a direct impact on the precision and reliability of the assessment. Some tests have many sub-tests that can be taken over several shorter sessions.

Assessment tools should be designed to be administered the same way to all children. Performance on a reading task depends on what the child is asked to do. Examiners are required to follow a strict set of guidelines. The proper administration of a reading test is important, so examiners must be trained.

How is the reading assessment scored and how are the scores represented?

Scoring a child’s results may be simple or intricate. The user’s guide should describe the scoring procedures. Using a computer to mark the tests is good, except that some tests cannot be scored this way.

Test results need to be recorded. Test recording methods vary greatly.

What kind of information does the assessment provide?

Reading assessment tools need to provide information on certain aspects of reading. They cannot be expected to test everything. The tests can be designed to provide quantitative or qualitative information.

How can the results be understood or used?

The interpretation of reading tests usually needs 3 elements – a normative framework, a framework that can link specific performance scores to cognitive skills and link to provincial curriculum and learning outcomes. Each jurisdiction in Canada has set out principles underlying their reading and language curriculum.

How can one tell if a reading assessment is precise, or reliable?

No one can measure human ability perfectly. All assessments have a margin of error. A good test never has only one item. The child’s score must be based on many items to be meaningful.

How can you tell if a reading assessment is valid?

Test results can be used to identify children at risk, to point out strengths or weaknesses, or to customize a remedial program. The validity of any test should never be taken for granted. Evidence on the validity of a test depends on test content, response processes, the internal structure of the test, relations to other performance indicators and consequences of testing.

How can one tell if a reading assessment is sensitive to individual differences?

All tests should be sensitive to individual differences among children, but this is not always the case.

How much prior training does the administration of the reading assessment tool require?

The administration of all reading assessment tools requires some level of training. The training is not only how to give the test, but how to behave in a testing situation. Some tests are to be given by specialists, whereas others may be given by teachers.

How can one tell if the physical characteristics of a reading assessment tool are adequate?

When considering a test, it is advisable to look at its physical characteristics as well as its durability, ease of use and versatility.

How does one estimate the cost of a reading assessment tool?

Cost must also be taken into consideration. Three kinds of cost must be looked at. They are purchase cost, cost of training and cost of use.

Concluding Remarks

Do not buy a test only on its packaging. Make sure it has a user’s guide, a test item booklet and response sheets designed to make the response recording easy and reliable. Be sure to consult experts to make sure that the test is right for your needs.

Key Findings

• There are many things to be considered before purchasing assessment tools.
• Different tests are used for certain specific purposes.
• The proper tests can predict future problems before they occur.
• Certain tests show both strengths and weaknesses.
• The way in which a test is given is very important
• Assessment tools should be used the same way for all children.
• Scoring can be simple or complicated.
• Reading tests cannot test everything.
• Recording test results vary greatly.
• All testers need training.
• There are 3 kinds of cost – purchase cost, cost of training and cost of use.
• Consult an expert before purchasing tests.

Recommendations for Future Research/Direction

• Try to simplify the purchasing of assessment tools
• Look into tests that can be marked quickly and impartially by computer.
• Make sure that all documentation that comes with tests is read and understood by all testers.
• Try to make it easier to purchase the right test for the job.

What Do You Think?

1. Were you surprised at the number of things which must be considered before purchasing testing materials?
2. Do you think that it is necessary to use all of these items before purchasing?
3. Did you find the diagrams useful?
4. Were you previously aware of the many uses of tests?
5. Did you find it interesting to note that it is important to know who will be giving the test?
6. Did you know that tests could be used to change both the reading program and curriculum?
7. Did you realize that testers all require training?
8. Do you agree with the statement “No one can measure human ability perfectly’?
9. Did you realize that the behaviour of the tester must be considered?
10. Did you find the information given here to be useful for your particular needs?