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Overview Overview, history, and purpose of AIMSweb and Curriculum-Based Measurement AIMSweb and RTI...

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Slide 2 Overview Overview, history, and purpose of AIMSweb and Curriculum-Based Measurement AIMSweb and RTI Administration, Scoring, and Interpretation Oral Reading Fluency MAZE Materials Data System Slide 3 Overview of Curriculum-Based Measurement (CBM) and AIMSweb Mark R. Shinn, Ph.D. Michelle M. Shinn, Ph.D. Lisa A. Langell, M.A., S.Psy.S. Slide 4 Evaluations to Inform Teaching Summative & Formative Assessment Summative Assessment Summative Assessment: Culmination measure. Mastery assessment. Assessment after instruction. Pass/fail type assessments which summarize the knowledge students learn. Typical summative assessments include: End of chapter tests High-stakes tests (e.g., State assessments) GRE, ACT, SAT, GMAT, etc. tests Drivers license test Final Exams. Formative Assessment: Formative Assessment: Process of assessing student achievement frequently during instruction to determine whether an instructional program is effective for individual students. Informs: When students are progressing, continue using your instructional programs. When tests show that students are not progressing, you can change your instructional programs in meaningful ways. Slide 5 Summative Assessment of Summative Assessment: Characterized as assessment of learning. Formative Assessment for Formative Assessment: Characterized as assessment for learning. ( Citation: http://en.wikipedia.org/wiki/Summative_assessment) http://en.wikipedia.org/wiki/Summative_assessment Summative assessment ed Formative assessment ing Summative assessment tells you what happened. Formative assessment tells you whats happening. Summative & Formative Assessment Slide 6 Evaluations to Inform Teaching Diagnostic Assessment Diagnostic Assessments: Diagnostic Assessments: Measures that indicate specific skill strengths and those areas needing improvement. Results may indicate skill areas needing intervention/instruction. Programming may then address students needs. Examples: Criterion-referenced assessments Cognitive assessments Rating scales Norm-referenced, standardized assessments Tests may be based on the assessment of cognitive skills, academic skills, behavior, health, social-emotional wellbeing, etc. Slide 7 So, Where Does Curriculum-Based Measurement (CBM) fit? Summative? Formative? Diagnostic? Slide 8 What is Curriculum-Based Measurement (CBM)? formof Curriculum-Based AssessmentCBM is a form of Curriculum-Based Assessment (CBA). method of monitoring student progressCBM is the method of monitoring student progress through direct, continuous assessment of basic skills. CBM is used to assess skills such reading, spelling, mathematics, and written language. require about 1 to 4 minutesCBM probes require about 1 to 4 minutes to complete, depending on the skill being measured. determine proficiencyStudent performance is scored for speed and accuracy to determine proficiency. given frequently to provide continuous progress dataBecause CBM probes are quick to administer and simple to score, they can be given frequently to provide continuous progress data. charted to provide for timely evaluationThe results are charted to provide for timely evaluation based on hard data. Slide 9 Origins of CBM CBM University of Minnesota Institute for Research on Learning Disabilities CBM was initially developed more than 20 years ago by Stanley Deno and others at the University of Minnesota Institute for Research on Learning Disabilities to develop a reliable and valid measurement system for evaluating basic skills growth 30 years of school-based research CBM is supported by 30 years of school-based research United States Department of Education CBM is endorsed by the United States Department of Education as a method for assessing student progress. literacy, mathematics, and written language Starting in the area of reading, researchers have expanded to investigate additional academic areas over the years. This includes in-depth research and ultimately the publication of additional measures in literacy, mathematics, and written language 100s of articles, chapters, and books available within the professional literature Supporting documentation can be found in 100s of articles, chapters, and books available within the professional literature describing the use of CBM to make a variety of important educational decisions Slide 10 Advantages of CBM DirectmeasureDirect measure of student performance Deno, S.L. (1985). Curriculum-based measurement: the emerging alternative. Exceptional Children. 52(3):219-32. best practicesCorrelates strongly with best practices for instruction and assessment research-supported methods assessment and interventionCorrelates strongly with research-supported methods for assessment and intervention Focusrepeated measures of performanceFocus is on repeated measures of performance (This cannot be done with most norm-referenced and standardized tests due to practice effect or limited forms.) Slide 11 Common Characteristics of General Outcome Measures CBM involves the same kind of evaluation technology as other professions. Powerful Powerful measures that are: Simple Simple Accurate Accurate Efficient decisions Efficient indicators of performance that guide and inform a variety of decisions Generalizable thermometer that allows for reliable, valid, cross comparisons of data Generalizable thermometer that allows for reliable, valid, cross comparisons of data Slide 12 General Outcome Measures (GOMs) from Other Fields Medicine measures height, weight, temperature, and/or blood pressure. Department of Labor measures the Consumer Price Index. Wall Street measures the Dow-Jones Industrial Average. Companies report earnings per share. McDonalds measures how many hamburgers they sell. Slide 13 CBM is Used for Scientific Reasons Based on Evidence Reliablevalid Reliable and valid indicator of student achievement Simple, efficientshort Simple, efficient, and of short duration to facilitate frequent administration by teachers helps teachers plan better instruction Provides assessment information that helps teachers plan better instruction Sensitive to improvement Sensitive to improvement of students achievement over time Easily understood Easily understood by teachers and parents Improves achievement Improves achievement when used to monitor progress Slide 14 Three-Tiered Assessment Model Tier 1: BENCHMARK BENCHMARK Universal Screening for all students STRATEGIC MONITOR Tier 2: STRATEGIC MONITOR Monthly monitoring for students who are mild to moderate risk for failure PROGRESS MONITOR Tier 3: PROGRESS MONITOR Intensive monitoring towards specific goals for students at significant risk for failure 1 2 3 Slide 15 Measures Currently Available via AIMSweb: Early Literacy [K-1 benchmark, Progress Monitor (PM) any age] Letter Naming Fluency Letter sound fluency Phonemic Segmentation Fluency Nonsense Word Fluency Early Numeracy (K-1 benchmark, PM any age) Oral Counting Number identification Quantity discrimination Missing number Oral Reading (K-8, PM any age) MAZE (Reading comprehension); (1-8, PM any age) Math Computation (1-6, PM any age) Math Facts (PM any age) Spelling (1-8, PM any age) Written Expression (1-8, PM any age) All students in an academic curriculum arebenchmarked three times per year across any/all of these assessment areas. Slide 16 Administration and Scoring of READING-CURRICULUM-BASED MEASUREMENT (R-CBM) for Use in General Outcome Measurement Mark R. Shinn, Ph.D. Michelle M. Shinn, Ph.D. Slide 17 Reading - Curriculum-Based Measurement (R-CBM) Edformations Standard Reading Assessment Passages Students read aloud for 1 minute from Edformations Standard Reading Assessment Passages of meaningful, connected text. Number of words read correct and number of errors are counted. Reported as WRC/errors Slide 18 Benefits of Using Edformations Standard Reading Assessment Passages generalcurriculum curriculum independent. Are written to represent general curriculum or be curriculum independent. Allow decision making Allow decision making about reading growth, regardless of between- school, between-school-district, between-teacher differences in reading curriculum. gradedequal Are graded to be of equal difficulty. alternate forms Have numerous alternate forms for testing over time without practice effects. Slide 19 Administration and Scoring of R-CBM What Examiners Need To Do Before Before Testing students While While Testing students After After Testing students Slide 20 Things you Need Before Testing 1. Standard Reading Assessment Passage Student Copy: No numbers Between 250-300 words (exception: 1st grade) An informative first sentence Same font style and size Text without pictures Obtain from your LAM Slide 21 Things you Need Before Testing 2. Standard Reading Assessment Passage Examiner Copy: Pre-numbered so they can be scored quickly and immediately. Obtain from your LAM. Slide 22 3. Tier 1 (Benchmark) R-CBM Probes: FALL (Sept): Grade 3 P01: It rained all day. P02: Billy was sitting. P03: Mama frog carried. WINTER (Jan): Grade 3 P01: It rained all day. P02: Billy was sitting. P03: Mama frog carried. SPRING (May): Grade 3 P01: It rained all day. P02: Billy was sitting. P03: Mama frog carried. EXAMPLE 1.AIMSweb Manager provides staff with copies of three grade- level probes (teacher and student copies). 2.FALL (Sept.): Staff administer three, grade-level probes to each student. Report median score. 3.WINTER (Jan.): Repeat administration of same three probes to each student. Report median score. 4.SPRING (May): Repeat administration of same three probes to each student. Report median score. Slide 23 4. Additional Assessment Aids Needed Before Testing A list of students to be assessed Stop Watch (requireddigital preferred) Clipboard Pencil Transparencies or paper copies of examiner passages Dry Marker or Pencil Wipe Cloth (for transparencies only) Slide 24 Setting up Assessment Environment Assessment envi

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