Adolescent 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 Research
Based
Reliable &
Valid
Multiple Data
Points
Aligned with
Standards
Sensitive and
Appropriate for
Differing Cultures
Sensitive and
Appropriate for
Differing Needs
AIMSweb            
BASI            
CTOPP            
DAR     N/A      
DRA2            
DRP            
Fountas &
Pinnell
           
GMRT            
GORT-4            
GRADE            
MAP            
MAT8     N/A      
Nelson-Denny
Reading Test
           
PAS            
PAT-R            
PPVT-4            
Pearson BASIS     N/A      
Reading Fluency
Benchmark
           
Reading Fluency
Progress Monitor
           
Stanford 10            
SDRT            
SORT     N/A      
SRI     N/A      
TORC-4            
TOWK     N/A      
TOWRE            
Convincing evidence for =   Partially convincing evidence for =   No evidence for =   No information for = *

 

Criteria for Convincing Evidence

Research
Based
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. External assessment or peer-review conducted internal assessment of the technical properties indicate adequate reliability. 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
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. Internal assessment conducted of the technical properties of the assessment and indicated they are appropriate. 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.