We will discuss the purpose, design, and administration of each
type of assessment available in Reading Horizons Discovery direct
instruction materials as well as the software. how to use results
from these assessments to guide instruction. the relationship of
Reading Horizons Discovery assessments to other assessments used to
evaluate reading progress. Objectives of Todays Presentation
Slide 3
Discuss the purpose, design, and administration of each type of
assessment available in Reading Horizons Discovery direct
instruction materials as well as the software. How to use results
from these assessments to guide instruction. The relationship of
Reading Horizons Discovery assessments to other assessments used to
evaluate reading progress. Objectives of Todays Presentation:
Slide 4
Formative Assessment used during the learning process can have
an immediate influence on instruction is usually not
quantified/graded feedback is more in the moment process oriented
Two General Types of Assessment
Slide 5
Summative Assessment used to sum up what students have learned
up to specified points in the instructional sequence is
quantified/graded feedback is not necessarily immediate influence
on instruction is more remedial in nature focus is on the outcome
Two General Types of Assessment
Slide 6
Formative Assessments: Dictation Process Transfer Cards Reading
Writing Games Direct Instruction Assessments
Slide 7
Summative Assessments Skill Checks Chapter Tests Comprehension
Questions Spelling Tests Coming Soon: Running Records Direct
Instruction Assessments
Slide 8
Created to provide feedback on student progress with skills
within each chapter Can be given after a chapter test or
intermittently during chapter instruction Administered one-on-one
Teacher form and student form Can be scored/administered one skill
at a time or as a whole Skill Checks
Slide 9
Can be used to catch students before they get too far behind.
Especially useful for measuring MCWs Assessment to Guide
Instruction
Slide 10
Created to measure student learning for the content of each
chapter Administered whole group or small group Can be
administered/scored skill by skill Can be given as a pre-test as
well as at the end of each chapter Each skill in the chapter is
tested Each chapter test is worth 50 points Reference lesson
section is separate and optional Chapter Tests
Slide 11
Use as a pre-test to determine instructional course Use to
identify students who need further intervention/remediation
Assessment to Guide Instruction
Slide 12
Comprehension Questions Main Idea Detail Vocabulary
Inference
Slide 13
Can be used to determine comprehension strategies that need to
be taught, practiced or emphasized Provides an opportunity for
vocabulary instruction Can pinpoint areas of strength and weakness
in comprehending text Assessment to Guide Instruction
Slide 14
Formative Performance on the activities in each lesson
influences instruction Vocabulary Word Wall Time spent in each
section of the software is measured and recorded Software
Assessments
Slide 15
Slide 16
Summative Phonemic Awareness Spelling/Word Recognition Most
Common Word Assessment Passage/Story Comprehension Chapter Tests
Software Assessments
Slide 17
Assess seven areas of phonemic awareness (rhyming, syllables,
initial sound, blending, final sound, medial sound, segmentation)
Designed to be a readiness measure and to identify students who
have not mastered these skills Phonemic Awareness
Slide 18
Slide 19
If a student fails a section of the assessment, they receive
instruction for that element of phonemic awareness Teachers can use
results to provide direct instruction for struggling students
Assessment to Guide Instruction
Slide 20
Test was created to identify skills that students have mastered
as well as to show progress throughout the program The test is a
feature analysis so it is more diagnostic in nature Spelling and
reading scores are compared Stops when student misses multiple
features or words in a row Is given up to four times throughout the
software Challenges students who decode well Spelling/Word
Recognition
Slide 21
Slide 22
Information can be used to accelerate instruction Identifies
holes that students may have in decoding by identifying specific
skills that were not mastered Provides insight to level of mastery
by comparing spelling to reading using the same words Shows how the
student actually spelled each word Assessment to Guide
Instruction
Slide 23
Designed to assess automatic recognition of up to 300 of the
most frequently used English words Timer can be modified Determines
which Most Common Words lessons students receive on the software
Most Common Words
Slide 24
Can pinpoint specific words that students struggle with Can be
used for instruction across grade levels Provides direction for
accelerated readers Assessment to Guide Instruction
Slide 25
Given at the end of each story Measures four areas of
comprehension (main idea, detail, inference, and vocabulary)
Students take it twice and scores are compared Half fiction, half
non-fiction stories WPM is recorded for teacher to see Questions
and possible answers are read to the student Passage/Story
Comprehension
Slide 26
Slide 27
Slide 28
Identifies areas of strength and weakness in comprehension over
time Informs comprehension instruction for individuals as well as
the whole class Can compare silent reading fluency (wpm) with level
of comprehension Provides an opportunity for specific vocabulary
instruction Assessment to Guide Instruction
Slide 29
Created to measure student learning for the content of each
chapter Can be administered to each student at the same time Can be
taken in place of, or in addition to, the paper/pencil version of
the test Can be given as a pre-test (for placement) as well as at
the end of each chapter Chapter Tests
Slide 30
Each skill in the chapter is tested twice in isolation and at
least once in context Chapter tests on the software include more
response opportunities than the paper/pencil version Reference
lesson section is included for all students taking the reference
lessons Students earn coins for taking the test Class averages are
reported for each skill as well as the test as a whole Chapter
Tests
Slide 31
Slide 32
Students failing an area of the assessment will receive
additional instruction followed by assessment Results can be dialed
down to the smallest skill or overall lesson content Provides
information for differentiated instruction Skills in isolation and
in context can be compared Assessment to Guide Instruction
Slide 33
Discuss the purpose, design, and administration of each type of
assessment available in Reading Horizons Discovery direct
instruction materials as well as the software. How to use results
from these assessments to guide instruction. The relationship of
Reading Horizons Discovery assessments to other assessments used to
evaluate reading progress. Objectives of Todays Presentation:
Slide 34
Reading Horizons Discovery assessments provide information with
how well students are responding to the instruction delivered
within the program. However, if there are other reading assessments
that are in place on the school, district, or state level, they can
be used in conjunction with Discovery assessments to measure
progress and identify areas that require specific types of
instruction. Discovery Assessments and Other Assessments
Slide 35
Screening Diagnostic Assessments Progress Monitoring
Assessments Outcome Assessments Types of Assessments in an RtI/MTSS
Framework
Slide 36
Developmental Reading Assessment (DRA) Dynamic Indicators of
Basic Early Literacy Skills (DIBELS) or other Curriculum-Based
Measurement (CBM) Basal assessments Running Records Writing
Assessments Some Examples
Slide 37
We discussed the purpose, design, and administration of each
type of assessment available in Reading Horizons Discovery direct
instruction materials as well as the software. how to use results
from these assessments to guide instruction. the relationship of
Reading Horizons Discovery assessments to other assessments used to
evaluate reading progress. Objectives of Todays Presentation
