Interpreting Reading Assessment Data: Moving From Parts to Whole in a Testing Era

Autor/inn/en	Amendum, Steven J.; Conradi, Kristin; Pendleton, Melissa J.
Titel	Interpreting Reading Assessment Data: Moving From Parts to Whole in a Testing Era
Quelle	In: Intervention in School and Clinic, 51 (2016) 5, S.284-292 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-4512
DOI	10.1177/1053451215606686
Schlagwörter	Reading Tests; Data Interpretation; Student Needs; Elementary School Students; Holistic Approach; Outcome Measures; Classroom Techniques; Reading Improvement; Reading Skills; Reading Fluency; Scores; Decoding (Reading); Phonemic Awareness; Alignment (Education); Teaching Guides; Emergent Literacy; Dynamic Indicators of Basic Early Literacy Skills (DIBELS) + Suchen Sie Ihr Suchwort? Lesetest; Data evaluation; Datenauswertung; Holistischer Ansatz; Klassenführung; Reading skill; Lesefertigkeit; Dekodierung; Lehrerhandbuch; Frühleseunterricht
Abstract	This article is designed to help teachers interpret reading assessment data from DIBELS beyond individual subtests to better support their students' needs. While it is important to understand the individual subtest measures, it is more vital to understand how each fits into the larger picture of reading development. The underlying construct of each DIBELS subtest is unpacked, followed by a demonstration of how teachers can (a) interpret results and (b) design high-quality interventions around the reading constructs, rather than teaching to individual subtests. Two classroom examples are presented that were designed to illustrate realigned interpretation of assessment results. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01