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)