Assessment for Effective Intervention current issue

A Conceptual Model for Evaluating System Effects of Response to Intervention

Shapiro, E. S., Clemens, N. H. — Thu, 12 Nov 2009 12:44:18 PST

Implementing a Response to Intervention (RTI) system could improve overall student achievement and the way in which students with disabilities are identified. In order to evaluate the effectiveness of an RTI system (i.e., "Is our RTI system accomplishing its stated goals?"), a set of data-based indicators are needed. This paper will describe a set of five measure-able indicators from three domains of evaluation that schools can use to obtain frequent feedback on the impact of their RTI system on reading instruction and achievement. The evaluation methodology provides multiple, sensitive metrics that can be used soon after RTI implementation begins, and does not require that schools wait for more long-term, singular outcome measures such as performance on high-stakes tests to determine if the RTI system is functioning as intended. The data used for each indicator and the way in which the data can impact decisions is described. Issues related to RTI evaluation and areas of further research are discussed.

Nationally Certified Educational Diagnostician (NCED): The Professional Credential for Assessment Specialists

Sutton, J. P., Frye, E. M., Frawley, P. A. — Thu, 12 Nov 2009 12:44:19 PST

A new professional credential, the Nationally Certified Educational Diagnostician (NCED), was established in 2006 for assessment specialists known as educational diagnosticians. The first cohort of 511 diagnosticians from 11 states received NCED certificates in January 2008. Discussed in this article are several issues of concern related to national certification of diagnosticians, including viability and distinctiveness of the profession, and quality and uniformity of practice. This article also discusses the chronology of events leading to establishment of the NCED program, qualifications for the credential, and future challenges to the program.

Educational Diagnosticians' Understanding of Phonological Awareness, Phonemic Awareness, and Reading Fluency

Chappell, J. C., Stephens, T. L., Kinnison, L., Pettigrew, J. D. — Thu, 12 Nov 2009 12:44:19 PST

This article summarizes the results of a study involving 42 educational diagnosticians from North Texas. The study was conducted to determine diagnosticians’ perceived understanding of early literacy development and their ability to effectively choose and interpret assessments of phonological awareness, phonemic awareness, and reading fluency. The results suggested that the educational diagnosticians who participated in the study were not sufficiently knowledgeable in identifying the numerous components of reading (e.g., phonological awareness, phonemic awareness, and fluency); nor were they prepared to choose appropriate assessment instruments to assess selected components of reading.

They Read, but How Well Do They Understand?: An Empirical Look at the Nuances of Measuring Reading Comprehension

Alonzo, J., Basaraba, D., Tindal, G., Carriveau, R. S. — Thu, 12 Nov 2009 12:44:19 PST

Much of the literature on reading development focuses on measures of early literacy skills (e.g., phonological awareness, phonics, fluency). Elementary educators interested in improving students’ skills in these areas can draw on a wealth of research studies. However, many studies of early literacy skills have not addressed comprehension, obviously an important feature of literacy. The authors used a one-parameter Rasch model to examine the relative difficulty of different multiple-choice reading comprehension items assessing students’ literal, inferential, and evaluative comprehension of fictional narratives. They also examined the difficulty of questions derived from concepts identified by state content standards as important components of reading comprehension, such as character, prediction, and plot sequence. The findings suggest a curvilinear relationship between literal, inferential, and evaluative comprehension, with literal comprehension being the easiest and inferential and evaluative comprehension more challenging. The findings also indicate that assessment objectives differ on the basis of difficulty. Implications of these findings for practice are discussed.

Psychometric Properties of the Texas Primary Reading Inventory for Early Reading Screening in Kindergarten

Nelson, J. M. — Thu, 12 Nov 2009 12:44:19 PST

This study investigated the psychometric properties of the kindergarten Texas Primary Reading Inventory (TPRI; Texas Education Agency and the University of Texas System, 2004—2006) Mid-Year screeners with a sample of 180 students. The TPRI screeners were designed to determine which students are not at risk for later reading failure. Results indicated adequate internal consistency reliability and concurrent and predictive validity for screening purposes. Classification validity analyses indicated low false negative rates and high negative predictive power but substantial false positive rates and low positive predictive power. The TPRI Mid-Year screeners were found to be adequate instruments for identifying students who are unlikely in need of further assessment. Recommendations are provided for using the TPRI within a response-to-intervention or other prevention-based service delivery model.

Psychometric Properties of the Foreign Language Attitudes and Perceptions Survey for College Students

Thu, 12 Nov 2009 12:44:19 PST

The psychometric integrity of the Foreign Language Attitudes and Perceptions Survey for college students was investigated. Two hundred and seventy-eight college students were administered a modified version of the survey (FLAPS-C). Internal consistency reliabilities, as determined by Cronbach’s alpha, were .74, attitudes; .80, perceptions; and .86, combined. Testretest reliability was equally robust (r = .83). Factor analytic data suggest a one-factor solution rather than two separate factors (i.e., attitudes and perceptions). Results provide preliminary support for the use of FLAPS-C as a measure of college students’ attitudes and perceptions toward learning a foreign language. The FLAPS-C’s potential utility for secondary and postsecondary special educators of at-risk students including those with learning disabilities is discussed.

Test Review: A Review of the Five Factor Personality Inventory--Children

Klingbeil, D. A. — Thu, 12 Nov 2009 12:44:19 PST