Elementary Literacy Assessment Evaluation Tool

Commonly-used literacy assessments were evaluated on the following characteristics: research-based, developmentally appropriate, reliable and valid, multiple data points, aligned with standards, sensitive and appropriate to differing cultures, and sensitive and appropriate for differing needs. Research on the assessments was investigated and summarized in the table below. The table includes links to in-depth reviews of each assessment listed. The charts following the table depict the criteria for "convincing" and "partially convincing" evidence as each assessment was reviewed.

Tool Researched
Based
Developmentally
Appropriate
Reliable &
Valid
Multiple Data
Points
Aligned with
standards
Sensitive and
Appropriate for
Differing Cultures
Sensitive and
Appropriate for
Differing Needs
AIMSweb           * *
DIBELS              
Fountas &
Pinnell
             
GRADE Pearson
Assessment
             
Learnia              
MAP for Primary
Grades
             
mClass Circle * * *        
mClass Reading
3D
             
PALS              
Pearson BASIS       N/A      
Reading Fluency
Benchmark
             
Reading Fluency
Progress Monitor
             
Renaissance
Learning Star
             
Rigby
eAssessment
             
Rigby PM
Benchmark Kits
             
ThinkLink              
Convincing evidence for =   Partially convincing evidence for =   No evidence for =   No information for = *

 

Criteria for Convincing Evidence

Research Based Developmentally
Appropriate
Reliable &
Valid
Multiple Data
Points
Aligned with
Standards
Sensitive and
Appropriate for
Differing Cultures
Sensitive and
Appropriate for
Differing Needs
Development included an iterative
process in which a testing period
occurred and results were used to
make improvements in the measure.
Assesses different skills at different age levels that are appropriate for each level. Modality of assessment is appropriate for the targeted age group. Either internal and external
assessment or review conducted
of the technical properties of the
assessment have indicated they
are appropriate.
More than two occurrences of progress monitoring throughout the school year and useful as a progress monitoring tool to inform instruction. Assessment is aligned with the Common Core Standards on at least two of three overall domains:(1) Addresses major areas of reading including vocabulary, comprehension, phonemic awareness, and phonics; (2) Uses both narrative and informational text; (3) Sensitive to text complexity (i.e.,do they assess student’s ability to read increasingly complex text). Assessment has been found through empirical research to be both a sensitive(i.e., are norms disaggregated for individuals with differing ethinicities/cultures) and appropriate (i.e.,are there different versions of the assessment available in different languages AND was it developed with individuals of differing cultures, SES, etc.,in mind) measure for individuals of differing cultures(including ethnicity, SES,gender, etc.). Assessment has been found through empirical research to be both a sensitive (i.e., are norms disaggregated for individuals with differing ethnicities/ cultures) and appropriate (i.e., are there different versions of the assessment available that can be used for individuals with differing needs) measure for individuals of differing needs (including disability, etc.).

 

Criteria for Partially Convincing Evidence

Research Based Developmentally
Appropriate
Reliable &
Valid
Multiple Data
Points
Aligned with
Standards
Sensitive and
Appropriate for
Differing Cultures
Sensitive and
Appropriate for
Differing Needs
Development included an iterative process; however, some dissenting opinions concerning the research base were found in the literature. Assesses different skills at different age levels that are appropriate for each level. Internal assessment of the technical properties indicate adequate reliability and validity. At least two occurrences of progress monitoring throughout the school year. Assessment is aligned with the Common Core Standards on at least one of three overall domains:(1) Addresses major areas of reading including vocabulary, comprehension, phonemic awareness, and phonics; (2) Uses both narrative and informational text; (3) Sensitive to text complexity (i.e.,do they assess student’s ability to read increasingly complex text). Assessment has been found through independent outside reviewers to be both a sensitive(i.e., are norms disaggregated for individuals with differing ethinicities/cultures) and appropriate (i.e.,are there different versions of the assessment available in different languages AND was it developed with individuals of differing cultures, SES, etc.,in mind) measure for individuals of differing cultures(including ethnicity, SES,gender, etc.). Assessment has been found through independent outside reviewers to be both a sensitive (i.e., are norms disaggregated for individuals with differing ethnicities/ cultures) and appropriate (i.e., are there different versions of the assessment available that can be used for individuals with differing needs) measure for individuals of differing needs (including disability, etc.).

The assessments reviewed in the Literacy Assessment Evaluation Tool should be used as part of a comprehensive system of assessment that incorporates multiple sources of information, as well as assesses children through multiple modalities ( including observation techniques, permanent records, etc. ) to provide a more holistic picture of each child's development.