Assessment Information

Measures Used for Screening All Students (K-3)

  • Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

Measures Used for Diagnostic Assessment

  In most cases formal diagnostic assessments will not be necessary to plan interventions. In-program assessments will be critical in determining instructional placement and progress within the program. Analysis of student performance - on both formal and informal tests - will provide essential information for planning instruction. If use of a formal diagnostic assessment is necessary, it should be one of the following approved assessments from the Oregon Reading First grant:
  • Comprehensive Test of Phonological Process (CTOPP)
  • Woodcock Reading Mastery Test - Revised (WRMT-R) Letter Identification, Word Attack, and Comprehension subtests
  • Gray Oral Reading Test-IV (GORT-IV) Fluency subtest
  • Woodcock Johnson III Test of Achievement Picture Vocabulary subtest

Measures Used for Progress Monitoring

  • Dynamic Indicators of Basic Early Literacy Skills (DIBELS)

Measures Used for Outcome Assessments

  • Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
  • Stanford Test - 10th Edition (SAT-10)
  • Oregon Statewide Achievement Test (OSAT)

 Select the links below for additional information:
  • Dynamic Indicators of Basic Early Literacy Skills (DIBELS)