Standardized Reading Assessments by https://padlet.com/kwilliams5161/ar8tjek3fatiwir7 Influences on reading assessments en-us 2021-03-02 01:54:37 UTC 2021-03-04 04:57:36 UTC hello@padlet.com Validity: kwilliams5161 https://padlet.com/kwilliams5161/ar8tjek3fatiwir7/wish/1266576585 Does the assessment measure what it intends to measure.]]> 2021-03-04 00:29:01 UTC https://padlet.com/kwilliams5161/ar8tjek3fatiwir7/wish/1266576585 Reliability: kwilliams5161 https://padlet.com/kwilliams5161/ar8tjek3fatiwir7/wish/1266580154 Does the assessment  used collect accurate, consistent results.  If the same students take the assessment again will the results be similar, not only for individual students but also the relationship among the student groups. ]]> 2021-03-04 00:30:07 UTC https://padlet.com/kwilliams5161/ar8tjek3fatiwir7/wish/1266580154 kwilliams5161 https://padlet.com/kwilliams5161/ar8tjek3fatiwir7/wish/1266680160 Educational assessment companies go to great lengths to determine that their products are valid and reliable, and advertise them as such.     

]]> 2021-03-04 01:02:40 UTC https://padlet.com/kwilliams5161/ar8tjek3fatiwir7/wish/1266680160 kwilliams5161 https://padlet.com/kwilliams5161/ar8tjek3fatiwir7/wish/1266683451 Cultural and social norms may influence how test-takers understand and interpret the wording of test questions.  Assessments given in a language not the student’s primary language may influence the scores.  Students may appear to be culturally acclimated, yet their primary language is not English and they may struggle with assessment items; when assessments are given early in the year teachers may not yet be aware the student is struggling with language itself.]]> 2021-03-04 01:03:52 UTC https://padlet.com/kwilliams5161/ar8tjek3fatiwir7/wish/1266683451 kwilliams5161 https://padlet.com/kwilliams5161/ar8tjek3fatiwir7/wish/1266685159 Interesting item to note, “If the test is administered in English and is timed, it is likely that such a student will have more difficulties than if the test is in English, but untimed.” (Kim, Zabelina 2015)  Therefore, whenever possible to increase the reliability of the assessment, students should not have time limits imposed when being assessed. Allowing use of dictionaries will also help students of differing cultures to perform better.

]]> 2021-03-04 01:04:28 UTC https://padlet.com/kwilliams5161/ar8tjek3fatiwir7/wish/1266685159 kwilliams5161 https://padlet.com/kwilliams5161/ar8tjek3fatiwir7/wish/1266691509 When teachers are able to accommodate for their students cultural backgrounds, and are aware of the test taking needs, the validity of the assessment scores for all students increases. . Be aware of all potential sources of cultural bias—including those that may be present within themselves   Training in culturally responsive pedagogy within teacher education programs would be beneficial

]]> 2021-03-04 01:06:42 UTC https://padlet.com/kwilliams5161/ar8tjek3fatiwir7/wish/1266691509 kwilliams5161 https://padlet.com/kwilliams5161/ar8tjek3fatiwir7/wish/1266693154 Considerations for professional practice and support of classroom teachers includes additional training in culturally responsive pedagogy and awareness that alternative assessments can be considered more culturally fair than some standardized assessments.     “Power tests that measure how much the students know are considered more culturally fair than speed tests that measure how much the students answer correctly within a time limit. Oral instructions are more culturally fair than written instructions, non-verbal contents are more culturally fair than verbal contents, and familiar contents to the students are more culturally fair than unfamiliar contents. Therefore, among alternative assessments, the most culturally fair assessments would be non-timed, hands-on performance assessment on familiar contents with oral instructions, such as group projects, informal assessments, or interviews”.   (Kim, Zabelina  2015)

]]> 2021-03-04 01:07:17 UTC https://padlet.com/kwilliams5161/ar8tjek3fatiwir7/wish/1266693154 kwilliams5161 https://padlet.com/kwilliams5161/ar8tjek3fatiwir7/wish/1266736045 * Additional training in culturally    
   responsive teaching practices and 
   pedagogy both within teacher 
   education programs and through  
   ongoing professional 
   development. 
* Encourage language development 
   skills, especially in younger 
   students, culturally diverse  
   students, English language 
   learners and learners with special 
   needs.  Have a stimulating 
   language rich environment that 
   not only will increase reading 
   abilities and a love for reading, but
   better prepare students for 
   language and information on 
   standardized reading 
   assessments.
* While encouraging a “do your  
   best” philosophy, encourage not 
   instilling the “high stakes” 
   attitudes currently prevalent in 
   some areas and with some 
   assessments.
* Encourage increased training and 
   use of informal assessments for 
   all students-group work, 
   observations, journals etc in order 
   to have a more complete picture  
   of all students capabilities and  
possible needs for interventions.     

]]> 2021-03-04 01:22:25 UTC https://padlet.com/kwilliams5161/ar8tjek3fatiwir7/wish/1266736045 kwilliams5161 https://padlet.com/kwilliams5161/ar8tjek3fatiwir7/wish/1266783073 Various cultures have differing linguistic patterns, therefore it’s beneficial for teachers to be familiar with the common language patterns and phrasing of standardized test questions. When standardized assessments are required, teachers can assist students with practicing language development prior to the assessment—not for “teaching to the test” but for improving overall language development which then should translate to better comprehension of assessment questions.   

]]> 2021-03-04 01:37:56 UTC https://padlet.com/kwilliams5161/ar8tjek3fatiwir7/wish/1266783073 kwilliams5161 https://padlet.com/kwilliams5161/ar8tjek3fatiwir7/wish/1266821735 In conclusion, there are many factors that may influence reading assessment scores.  Teachers must be aware of the many areas that can impact reading assessment scores and do their best to mitigate these whenever possible.  Assessments are a “snapshot” in time, and while valuable in some ways, a well informed teacher will look at the student as a whole and take all tools available to them to make an accurate assessment of the student and their strengths, weaknesses and needs.

]]> 2021-03-04 01:51:16 UTC https://padlet.com/kwilliams5161/ar8tjek3fatiwir7/wish/1266821735 kwilliams5161 https://padlet.com/kwilliams5161/ar8tjek3fatiwir7/wish/1266829208 Standardized assessments are typically norm-referenced, comparing students to others in the same grade.  This does not take into account cultural differences or potentially a lack of background knowledge.  Assessments tend to be restricted to cognitive strategies and skills, and while important, they do not assess if the student is motivated and loves to read, if they have good reading habits, or if they believe they are “successful readers”.  A student may be classified as “below average” when norm referenced and compared to other students, yet that score may indicate impressive progress individually. (Afflerbach, 2016).    This can be addressed, if necessary, by concentrating on the progress the student has made and point out other positives, for example their interests in books and reading.  ]]> 2021-03-04 01:54:02 UTC https://padlet.com/kwilliams5161/ar8tjek3fatiwir7/wish/1266829208 kwilliams5161 https://padlet.com/kwilliams5161/ar8tjek3fatiwir7/wish/1266989498 While prior studies established relationships between background knowledge and reading comprehension, Awabdy’s study examined the relationship in the context of standardized reading assessments. It was found that background knowledge did indeed have a positive effect on comprehension performance on the California Star Test (Awabdy, 2012).]]> 2021-03-04 02:54:15 UTC https://padlet.com/kwilliams5161/ar8tjek3fatiwir7/wish/1266989498 kwilliams5161 https://padlet.com/kwilliams5161/ar8tjek3fatiwir7/wish/1267119769 "The psychometric standards of reliability and validity are central to any successful reading assessment. Yet these aspects of assessment must share the stage with our consideration of the consequences, usefulness, and associated roles and responsibilities of particular reading assessments"(Afflerbach, 2018).

]]> 2021-03-04 03:54:16 UTC https://padlet.com/kwilliams5161/ar8tjek3fatiwir7/wish/1267119769 kwilliams5161 https://padlet.com/kwilliams5161/ar8tjek3fatiwir7/wish/1267138037 An assessment can be reliable (yielding consistent results) and not be valid (not measuring the intended targets), however an assessment cannot be valid if it’s not reliable! 

]]> 2021-03-04 04:04:13 UTC https://padlet.com/kwilliams5161/ar8tjek3fatiwir7/wish/1267138037 kwilliams5161 https://padlet.com/kwilliams5161/ar8tjek3fatiwir7/wish/1267181631 Afflerbach, P.  (2016, Jan/Feb) Reading assessment: looking ahead. The Reading Teacher Vol. 69 Issue 4 pp. 413–419 http://www.ascd.org/publications/books/117050/chapters/Important-Issues-and-Concepts-in-Reading-Assessment.aspx

Afflerbach, P. (2018) Understanding and Using Reading Assessment, K–12, 3rd Edition  http://www.ascd.org/publications/books/117050/chapters/Important-Issues-and-Concepts-in-Reading-Assessment.aspx

Awabdy, G.  (2012). Background Knowledge and Its Effect on Standardized Reading Comprehension Test Performance
https://digitalassets.lib.berkeley.edu/etd/ucb/text/Awabdy_berkeley_0028E_12274.pdf
 
International Literacy Association. (2017). The roles of standardized reading tests in schools [Literacy leadership brief].  https://www.literacyworldwide.org/docs/default-source/where-we-stand/ila-roles-standardized-reading-tests-in-schools.pdf?sfvrsn=c6ada58e_4

Kim, K.H., Zabelina, D.  Cultural bias in assessment: Can creativity assessment help?
International Journal of Critical Pedagogy    Vol 6  No.2, 2015

Popham, J.W.  (1999, March).  Why standardized tests don’t measure educational quality.  Educational Leadership Vol 56 Number 6  http://www.ascd.org/publications/educational-leadership/ mar99/
vol56/num06/Why-Standardized-Tests-Don%27t-Measure-Educational-Quality.aspx

]]> 2021-03-04 04:25:21 UTC https://padlet.com/kwilliams5161/ar8tjek3fatiwir7/wish/1267181631