Assessment and Evaluation

Position Statement on Student Grade Retention and Social Promotion

By: National Association of School Psychologists (2008)

In this position statement about student grade retention and social promotion, the National Association of School Psychologists (NASP) identifies characteristics of students more likely to be retained; and the impact of retention at the secondary school level, late adolescence, and early adulthood. NASP also provides a long list of alternatives to retention and social promotion.

A Critical Analysis of Eight Informal Reading Inventories

By: International Reading Association (2008)

There are a number of current informal reading inventories. Each has its strengths and limitations and unique characteristics, which should be considered in order to best fit a teacher's needs.

Preparing Your Child for Testing

By: Reading Rockets (2008)

Determining Adequate Yearly Progress From Kindergarten through Grade 6 with Curriculum-Based Measurement

By: Lynn S. Fuchs and Douglas Fuchs (2007)

Use Curriculum-Based Measurement to make sure students are on track for academic success by charting their trajectory of improvement all the way through the school year. CBM calculates rate of improvement during the first month of school and determines how much a student will need to improve each month to reach benchmark goals.

Selecting Assessments for Your School

By: American Federation of Teachers (2006)

There are over two dozen individually administered screening tools produced for the primary grades. Considering their subject matter and purpose, schools must decide which assessment best fits their needs. This article gives an overview of the screening tools and the kind of information they provide.

Screening, Diagnosing and Progress Monitoring for Fluency

By: Jan Hasbrouck (2006)

Early and frequent screening can go a long way in preventing reading difficulties. This article includes fluency norms for grades 1-8 and details how to find and fix problems to keep kids on track for reading success. It also includes an example of how to compare fluency scores with other reading skills to design individualized interventions.

Assessment Testing: In Their Hands

By: Jacob Milner (2006)

Handheld formative assessment technology provides teachers with a virtually real-time picture on which students need help, where they need it, and how the teachers can help best.

RTI and Reading: Response to Intervention in a Nutshell

By: G. Emerson Dickman (2006)

RTI is not a particular method or instructional approach, rather it is a process that aims to shift educational resources toward the delivery and evaluation of instruction that works best for students. This article provides a quick overview of RTI as it relates to reading.

Helping Children With Communication Disorders in the Schools

By: American Speech-Language-Hearing Association (2005)

The following are frequently asked questions on how to help children with communication disorders, particularly in regards to speaking, listening, reading, and writing.

What's 'Normal,' What's Not: Acquiring English as a Second Language

By: Celeste Roseberry-McKibbin and Alejandro Brice (2005)

How can you tell when a student has a language-learning disability and when he or she is merely in the normal process of acquiring a second language?

School Psychologists and Student Reading Achievement

(2005)

School psychologists play a critical role in the lives of children who are struggling to learn. More and more, for example, school psychologists are leaders in developing and carrying out the assessments and placements decisions that impact students from the beginning of their school careers. With your help, schools can reduce the number of students who lag behind grade level – and increase the number of successful readers.

Early Reading Assessment: A Guiding Tool for Instruction

By: The Access Center (2005)

How do you choose the best method for measuring reading progress? This brief article describes which assessments to use for different reading skills so that you can make sure all students are making progress towards becoming readers!

How Can I Help My Child Do Well On Tests?

By: Carolyn B. Bagin and Lawrence M. Rudner (2004)

Standardized testing is one form of assessment used in schools. Find out about standardized tests, how and why schools use them, and how you can support your child.

Parents' Guide to Standardized Testing

By: Carolyn B. Bagin and Lawrence M. Rudner (2004)

Standardized testing is one form of assessment used in schools. Find out about standardized tests, how and why schools use them, and how you can support your child in this article for parents.

Early Screening Is at the Heart of Prevention

By: American Federation of Teachers (2004)

Early intervention works. Because it is also expensive, it’s important to be able to identify the kids who are most at risk of reading failure. Thanks to a new generation of screening assessments, we can identify these students as early as kindergarten—and then invest in interventions for them.

Informal Reading Assessments: Examples

By: Reading Rockets (2004)

The following are sample charts you can use when assessing students informally in the classroom. Most of the assessments here should be given one-on-one.

Informal Classroom-Based Assessment: Watch & Learn

By: Reading Rockets (2004)

The following are five short video clips that offer you the chance to watch and learn effective classroom-based assessment strategies. The video clips are from Reading Rockets' PBS television series Launching Young Readers.

Seeking Help for a Struggling Reader: 8 Steps for Parents

By: Reading Rockets (2004)

What should you do if you think your child is having trouble with reading? Sometimes children just need more time, but sometimes they need extra help. Trust your instincts! You know your child best. If you think there's a problem, there probably is.

Research-Supported Assessment-Intervention Links for Reading and Writing

By: Virginia Berninger, Donna Rury Smith, and Louise O'Donnell (2004)

This article discusses current research-supported instructional practices in reading and writing. It also reviews alternatives to ability-achievement discrepancy in identifying students for special education services, as well as introduces the idea that ability-achievement discrepancies should be based on specific cognitive factors that are relevant to specific kinds of learning disabilities rather than Full Scale IQ.

Having Your Child Tested Outside of School

By: Reading Rockets (2003)

Kids who struggle with reading often need extra help. This help usually comes from the school, but some parents choose to look outside of the school for professionals who can assess, diagnose, tutor, or provide other education services. The following article provides information on how to find the right person for your child.