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Description
Understand how to select and administer assessments and analyze data to inform reading instruction to meet the needs of students. Engage in the systematic problem-solving process to identify characteristics of conditions such as dyslexia, provide appropriate interventions and conduct effective progress monitoring.
Learning Objectives - FL
- 3.1 - Understand and apply measurement concepts and characteristics of reading assessments.
- 3.2 - Understand the purposes of various informal assessments (e.g., informal reading inventories, analyzing writing samples) including an emphasis on matching reader to text.
- 3.3 - Understand the purpose of various formal assessments including the differences between norm-referenced and criterion-referenced assessments and how to interpret data reports.
- 3.4 - Understand the meaning of test reliability, validity, and standard error of measurement and describe major types of derived scores from standardized tests.
- 3.5 - Demonstrate knowledge of the characteristics, administration, and interpretation of both quantitative and qualitative instructional assessments (to include each of the following: screening, progress monitoring, diagnosis and outcome measures).
- 3.6 - Analyze data to identify trends that indicate adequate progress in student reading development.
- 3.7 - Understand how to use data within a systematic problem solving process to differentiate instruction, intensify intervention and meet the needs of all students. (e.g., grouping practices, appropriate curriculum materials).
- 3.8 - Identify appropriate criteria for selecting materials to include in portfolios for monitoring student progress over time.
- 3.9 - Identify interpretive issues that may arise when assessments in English are used to measure reading proficiency in English language learners.
- 3.10 - Identify appropriate assessments and accommodations for monitoring reading progress of all students.
- 3.11 - Identify and implement appropriate and allowable accommodations as specified in the Individual Education Plan or 504 Plan when assessing students with disabilities in the area of reading.
Learning Objectives
- Understand and apply measurement concepts and characteristics of reading assessments.
- Understand the purposes of various informal assessments (e.g., informal reading inventories, analyzing writing samples) including an emphasis on matching reader to text.
- Understand the purpose of various formal assessments including the differences between norm-referenced and criterion-referenced assessments and how to interpret data reports.
- Understand the meaning of test reliability, validity, and standard error of measurement and describe major types of derived scores from standardized tests.
- Demonstrate knowledge of the characteristics, administration, and interpretation of both quantitative and qualitative instructional assessments (to include each of the following: screening, progress monitoring, diagnosis and outcome measures).
- Analyze data to identify trends that indicate adequate progress in student reading development.
- Understand how to use data within a systematic problem solving process to differentiate instruction, intensify intervention and meet the needs of all students. (e.g., grouping practices, appropriate curriculum materials).
- Identify appropriate criteria for selecting materials to include in portfolios for monitoring student progress over time.
- Identify interpretive issues that may arise when assessments in English are used to measure reading proficiency in English language learners.
- Identify appropriate assessments and accommodations for monitoring reading progress of all students.
- Identify and implement appropriate and allowable accommodations as specified in the Individual Education Plan or 504 Plan when assessing students with disabilities in the area of reading.
Documentation Methods
Participants must document their learning by completing the following summatives.
1 Multiple Choice Exam - Learner demonstrates knowledge of content by selecting
the correct answer from the choices provided.
8 Reflections - Learner synthesizes previous knowledge and course content in
order to develop a narrative response.
The summatives must meet 80% of the established criteria.
Project Team
Author:
Developed by Beacon Educator staff.
Course Last Updated: 2023