DIBELS Next Review of Scoring - melrosecurriculum

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DIBELS Next Review of Scoring - melrosecurriculum Powered By Docstoc
					DIBELS Next Review of Scoring

      Melrose Public Schools
        September 2012
            DIBELS Oral Reading Fluency (DORF)

Basic Early      Advanced Phonics and Word Attack Skills; Accurate and Fluent
                 Reading of Connected Text; Reading Comprehension
Literacy Skill
Administration   1 minute, plus 1 minute maximum for Retell

Time
Administration   Middle of first grade through end of sixth grade

Schedule
Score            Median number of words correct per minute, median number of
                 errors per minute, and median number of correct words in the Retell

Wait Rule        On DORF, 3 seconds; on Retell, 1st hesitation 3 seconds


Discontinue      If no words are read correctly in the first line, say, “Stop.”, record
                 score of 0, and do not administer Retell.
Rule             If fewer than 10 words are read correctly on passage #1 during
                 benchmark assessment, do not administer Retell or passages 2 & 3.
                 If fewer that 40 words are read correctly on any passage, use
                 professional judgment whether to administer the Retell.                2
DIBELS Oral Reading Fluency
      ®




          (DORF)
               Assessor shows the reading
               passage to the student. The
               student reads the passage.

               Scores:
               • The number of words read
                  correctly in 1 minute.

               • The percentage of words
                 read accurately in 1 minute.



                                             3
Directions




             4
                   Directions

During benchmark assessment, three passages are
administered if the student reads 10 or more words
correctly on the first passage. When administering
the second and third passages, use the following
shortened directions:




                                                     5
                  During the Testing
• Do not read the title to the student. If the student chooses to
  read the title, do not start the stopwatch until he or she reads
  the first word of the passage. If the student asks you to tell him
  or her a word in the title or struggles with a word in the title for
  3 seconds, say the word. Do not correct any errors the student
  makes while reading the title.

• Start the stopwatch after the student says the first word of the
  passage. If the student is silent or struggles for 3 seconds with
  the first word of the passage, mark the word as incorrect, say
  the word, and start the stopwatch.

                                                                      6
        During the Testing, cont’d
• Follow along in the scoring booklet.
• Leave blank any word read correctly, put a slash(/) through
  errors (including skipped words).
• On passages that are two pages long, if the student reaches
  the end of the page (designated by triangles in the scoring
  booklet) before the minute is up, turn the page and continue
  on the next page. Otherwise, proceed to Retell when the
  minute is up.
• At the end of 1 minute, place a bracket (]) in the text after
  the last word provided by the student.


                                                                  7
         During the Testing, cont’d
• Say “Stop” and remove the
  passage. If the student completes
  the assessment before 1 minute,
  assessment stops and he/she
  receives the score obtained.
  Scores are not pro-rated.
NOTE: If the student is in the middle
  of a sentence at the end of 1
  minute, you may allow the student
  to finish the sentence, but only
  score the words said up to the end
  of 1 minute.


                                        8
Scoring Rule 1: Words Read Correctly

• Leave blank any words the student reads
  correctly. Inserted words are not counted.
  To be counted as correct, words must be
  read as whole words and pronounced
  correctly for the context of the sentence.




                                               9
     Scoring Rule 1: Words Read Correctly

• If the student reads a proper noun with correct pronunciation or with
  any reasonable phonetic pronunciation, it is counted as correct.
• Abbreviations must be read the way they would be pronounced in
  conversation.
• Numerals must be read correctly within the context of the sentence.
• Hyphenated words count as two words if both parts can stand alone.
• A word is scored as correct if it is initially misread but the student self
  -corrects within 3 seconds. Mark ‘sc’ above the word and score as
  correct.



                                                                       10
           Scoring Rule 2:Slash Errors

Put a slash (/) through any errors.
• Errors include words read incorrectly, substitutions, skipped words,
  hesitations of more than 3 seconds, words read out of order, and
  words that are sounded out but not read as a whole word.
• If a student reads the same word incorrectly multiple times in the
  story, it counts as an error each time.
• Students should read contractions as they are printed on the page.
• If a student skips a row, draw a line through the entire row and count
  the omitted words as errors.


                                                                   11
   Discontinue Rule Part 1: DORF
• If the student does not read any words correctly in the first row of
  the first passage, discontinue administering the passage and
  record a score of zero (0).

• Do not administer Retell.

• Do not administer passages 2 and 3.




                                                                         12
  Discontinue Rule Part 2: Fewer than
     ten (10) words in First Passage
• If the student reads fewer
  than 10 words per minute in
  the first passage, do not
  administer Retell and do not
  administer passages 2 and 3.
• Record the score from the
  first passage.




                                 8



                                        13
Wait Rule for DORF: 3 Seconds

             • Maximum time for each word
               is 3 seconds.
             • If the student does not read a
               word within 3 seconds, say
               the word and mark the word
               as incorrect.
             • If necessary, indicate for the
               student to continue with the
               next word.

                                          14
   Immediately After Testing

• Reset the stopwatch for
  the next measure.
• Make a note about any
  patterns in the student
  responses that were
  not captured by the
  marking procedures.



                               15
             Compute the Final Score
•   Add the total number of words       34
    read up to the bracket.             3
                                        31



                                    ]

• Record the total number of
  errors.
• Subtract the errors from the
  total and record the words read
  correctly in the space provided
  on the scoring page.


                                             16
              DORF Retell

• If the student reads 40 or more words
  correctly on the passage, have the student
  retell what he/she has just read.
• If the student reads fewer than 40 words
  correctly on a passage, use professional
  judgment whether to administer Retell for
  that passage.


                                               17
           DORF Retell Administration
                  Directions
• Remove the passage and say: “Now tell me as much
  as you can about the story you just read. Ready,
  begin.”
• Start the stopwatch and allow a maximum of 1
  minute for the retell.
• Mark through numbers in the scoring book for words
  in the student’s response that are related to the
  story.
 Look at the bottom of the DORF passage to see how Retell is marked.

                                                                       18
                     During the Test
• Move your pen through the numbers as the student is
  responding to count the number of words he or she said that
  are related to the passage he or she just read.
• Stop moving your pen through the numbers if the student
  stops retelling the story or if his or her retell is not relevant to
  the story he or she just read.
• If the student’s response goes on for more than 1 minute, say
  “Thank you”, discontinue the task, and circle the total number
  of words in the student’s retell.
• When the student has finished responding or has met the
  discontinue criteria, circle the total number of words in the
  student’s retell.

                                                                         19
     Retell Score and Scoring Rules

The student receives 1 point for every word in
  his/her retell that is about what was read.
• Count as correct any words in the response that are
  about what the student read.
• Count as incorrect any words in the response that are
  not about what the student read.




                                                          20
Retell Scoring Rule 1: Correct Words

• Count as correct any words in the response
  that area about the passage.
• The judgment is based on whether the
  student is generally accurately retelling what
  was just read or has gotten off track.
• Move your pen through the number in the
  scoring booklet for each word the student
  says about the passage.

                                                   21
     Retell Scoring Rule 1: Correct Words

Passage: Goldfish make good pets. They are easy to take care
  of and do not cost much to feed. Goldfish are fun to watch
  while they are swimming.
  Student response: He has a pet goldfish. The fish is easy to take care of. He likes to
  watch it swim. It is a good pet.
    0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
    __________________________________________________________
    26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48

  Student response: He’s got a pet goldfish because goldfish make good pets. He takes
  good care of his fish. He likes to watch it swim.
  0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
  __________________________________________________________
  26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
                                                                                           22
   Retell Scoring Rule 1: Correct Words

Student response: The story is about a girl who has a goldfish and she really likes it.


  0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
  __________________________________________________________
  26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
                                                   Retell Total____15______


Student response: Goldfish and pets

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
__________________________________________________________
26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
                                        Retell Total____3___

                                                                                          23
                     Notes

• Contractions count as one word.
• Mistakes or inconsistencies in the retell do
  not count against the student as long as the
  student is still on topic. Example: He for She




                                                   24
Retell Scoring Rule 2: Incorrect Words

• Score as incorrect any words in the response
  that are not related to the story that the
  student read.
• Do not move your pen through a number in
  the scoring booklet for words that are not
  about what the student read.



                                                 25
  Retell Scoring Rule 2: Incorrect Words
Student response: He has a pet goldfish. He likes to watch it swim. I like to swim. We
go swimming every Saturday.

  0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
  __________________________________________________________
  26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
                                                   Retell Total____11______


  Student response: He has a pet goldfish. I know what rhymes with fish-wish and dish!


  0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
  __________________________________________________________
  26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48
                                          Retell Total____5___

Note: If the student recites the ABCs, a poem, or sings a song, even if relevant
to the retell, the recitation, song, or poem is not counted.                   26
              Wait Rule/Reminder

• If the student stops or hesitates for 3 seconds, select
  one of the following:
 ~If the student has not said anything at all, provides
  a very limited response, or provides an off-track
  response, say, “Tell me as much as you can about the story.”
 ~Otherwise, say, “Can you tell me anything more
   about the story?”
     These reminders may be used only once.

                                                          27
      Discontinue Rule: Retell

Discontinue the retell portion of DORF if the
  student hesitates or gets off track for more
  than 5 seconds, after applying the Wait
  Rule. Say, Thank you, and record the score
  on the front of the scoring booklet.




                                                 28
                           NOTE
The student is not
  penalized for
  differences in
  pronunciation of
  words due to
  articulation delays or
  impairments or
  speaking a different
  dialect or first
  language.

                                  29
         Immediately After Testing
•   Reset the stopwatch for the next measure.
•   Rate the quality of the student’s retell using the Retell Quality of
    Response Rating.
•   If a student provides only a main idea, it is considered one detail.




                                                                           30
      Retell Quality of Response
Rating 1: Provides 2 or fewer details
Example Passage:




Rating 1 Example Retell (student response):
“It was about fish. They took the fish to a market.”



                                                       31
      Retell Quality of Response
Rating 2: Provides 3 or more details
Example Passage:




Rating 2 Example Retell (student response):
“There was a boy named Ken. He had a sail boat. And they put their
fish in baskets.”


                                                                     32
       Retell Quality of Response
Rating 3: Provides 3 or more details in a meaningful
  sequence
Example Passage:




 Rating 3 Example Retell (student response):
 “The boy helped his dad load the fish into baskets and then they put
 the baskets on the boat to take them to the market.”


                                                                        33
       Retell Quality of Response
Rating 4: Provides 3 or more details in a meaningful
  sequence that captures a main idea
Example Passage:




 Rating 4 Example Retell (student response):
 “The story was about a boy and his dad and how they sold fish at a
 market. They loaded the fish into baskets and used their boat to sail
 across the clear blue water to the market.”

                                                                         34
           Final Score: Cover Page
• If the student reads fewer
  than 10 words correctly on
  the first passage, transfer the
  total number of words read
  correctly and total errors
  from the scoring page to the
  front of the benchmark
  assessment booklet.
• Do not administer passages 2
  and 3.
• Do not administer Retell.         6




                                        35
                 Final Score: Cover Page

• If the student reads 3
  passages, transfer the
  student’s words correct
  scores and error counts to
  the front of the benchmark
  assessment booklet.

• For example, if the student
  gets words correct scores of      27 36 25
  27, 36, and 25, record those      3 2 1
  scores with corresponding
  errors in the appropriate
  boxes.

                                               36
                 Final Score: Cover Page


• Circle the median words
  correct score and the median
  error score on the front of the
  test booklet. These may be
  from 2 different passages.
• The median is the middle
  score. For example, with the
  scores 27, 36, and 25, then        27 36 25
  circle 27.                         3 2 1


• If 2 scores are the same
  number, that number is the
  median.
                                                37
                    Final Score: Cover Page

• If the student provides a
   Retell after 3 stories, record
   all 3 scores and all 3 Quality
   of Response values on the
   front cover and circle the
   median score and median
   Quality of Response.
 • For example, if the 3 Retell
   scores are 12, 19 and 16,            27 36 25

   circle 16.                           3 2 1


                                        12 19 16
• If the Quality of Response            2   3   2
  values are 2, 3, and 2, the
  median is 2.
                                                    38
              Final Score: Accuracy
Calculating Accuracy:

    Correct
                            X 100
Correct + Incorrect

   27
              X 100 = 93%
 27 + 2
                                      27 36 25
                                      3 2 1




                                                 39
                    DORF Review
• When do I start the timer?
   Start the timer after the student reads the first word.
• How do I mark a word as incorrect?
   Slash an incorrect word.
• What do I do if a student hesitates for 3 seconds?
   Tell the student the word and mark it as incorrect (slash).
• What do I do if a student self corrects?
   Mark “SC” above the word and score as correct.
• How do I mark a word as correct?
   Leave correctly read words blank.

                                                                 40
            DORF Review Continued
•   What do I do if a student adds a word?
     Leave blank.
•   What do I do if a student reads a word out of order?
     Words read out of order are marked as incorrect (slash).
•    When using Retell, when do I start the timer?
      After you say Begin.
•    How do I record the words in a student’s Retell response?
    Move your pen/pencil through the numbers as the student is
    speaking.
•    What do I do if a student hesitates for more than 3 seconds on Retell?
     Say, Tell me as much as you can about the story. OR Can you tell me
    anything more about the story?


                                                                              41
               DAZE

Administration and Scoring of
             Daze




                                42
          DIBELS Assess the Basic Early Literacy
          Skills
Basic Early Literacy Skill   DIBELS Indicator

Alphabetic Principle and     Nonsense Word Fluency
Basic Phonics                  -Correct letter sounds
                               -Whole word read
Advanced Phonics and         DIBELS Oral Reading Fluency
Word Attack Skills              -Accuracy

Accurate and Fluent          DIBELS Oral Reading Fluency
Reading of Connected Text       -Correct Words Per Minute
                                -Accuracy

Reading Comprehension        DAZE
                             DIBELS Oral Reading Fluency
                               -Correct words Per Minute
                               -Retell Total/Quality of Response
Vocabulary                   WUF-R is available as an experimental measure from
                             http://dibels.org
                                                                             43
                   What is Daze?

• Daze is the standardized, DIBELS version of maze
  procedures for measuring reading comprehension.
• The purpose of a maze procedure is to measure the
  reasoning processes that constitute comprehension.
• Daze assesses the student’s ability to construct meaning
  from text using word recognition skills, background
  information and prior knowledge, familiarity with linguistic
  properties such as syntax and morphology, and cause and
  effect reasoning skills.
                                                          44
          DIBELS Daze

Basic Early      Reading Comprehension
Literacy Skill
Administration   3 minutes

Time
Administration   Beginning of third grade through end of sixth grade

Schedule
Score            Number of correct words in 3 minutes minus half the number of
                 incorrect answers.




                                                                                 45
     Daze Administration Steps

• Assessor asks students to read a passage and
  circle the word that makes the most sense in
  the story.
• Group or individually administered measure.
• Score: Number of correct responses,
  adjusted for guessing.


                                                 46
Daze
       Assessor asks students to read
       a passage and circle the word
       that makes the most sense in
       the story.
       Group or individually
       administered measure.
       Score: Number of correct
       responses, adjusted for
       guessing.




                                    47
            Administration Directions
1. Make sure each student has a pencil. Before handing out the
   worksheet, tell the students I’m going to give you a worksheet.
   When you get your worksheet, please write your name at the top
   and put your pencil down.
2. Hand out the Daze worksheet. Make sure each student has the
   appropriate worksheet. If the worksheets are in a booklet, make
   sure each student’s booklet is open to the correct worksheet.
3. When all of the students are ready say You are going to read a story
   with some missing words. For each missing word there will be a box
   with three words. Circle the word that makes the most sense in the
   story. Look at Practice 1.

                                                                    48
           Administration Directions, cont’d

4. Say Listen. After playing in the dirt, Sam went (pause)
   home, summer, was (pause) to wash her hands. You
   should circle the word ‘home’ because ‘home’ makes the
   most sense in the story. Listen. After playing in the dirt,
   Sam went home to wash her hands.
5. Say Now it is your turn. Read Practice 2 silently. When
   you come to a box, read all the words in the box and
   circle the word that makes the most sense in the story.
   When you are done, put your pencil down.

                                                             49
            Administration Directions, cont’d
6. Allow up to 30 seconds for students to complete the example and put
    their pencils down. If necessary, after 30 seconds say Put your pencil
    down.
7. As soon as all students have their pencil down say Listen. On her way
    home she (pause) chair, sleep, saw (pause) an ice cream truck. You
    should have circled ‘saw’ because ‘saw’ makes the most sense in the
    story. Listen, On her way home she saw an ice cream truck.
8. Say When I say “begin” turn the page over and start reading the story
    silently. When you come to a box, read all the words in the box and
    circle the word that makes the most sense in the story. Ready, begin.



                                                                        50
       Administration Directions, cont’d

8. Start your stopwatch after you say, “Begin.”
9. Use reminders as needed.
10. At the end of 3 minutes say Stop. Put your
  pencil down.
11. Collect all of the Daze worksheets.



                                                  51
             Score and Scoring Rules
• The students receive 1 point for each correct word.
• A response is correct if the student circled or otherwise marked the
  correct word.
• Put a slash (/) through any incorrect responses. Incorrect responses
  include errors, boxes with more than one answer marked, and
  items left blank (if they occur before the last item the student
  attempted within the 3-minute time limit). Items left blank because
  the student could not get to them before time ran out do not need
  to be slashed and do not count as incorrect responses.
• If there are erasure marks, scratched out words, or any other
  extraneous markings, but the student’s final response is obvious,
  score the item based in that response.

                                                                   52
                    Reminders
• If a student starts reading the passage out loud,
  say, Remember to read the story silently.
• If a student in not working on the task say,
  Remember to circle the word in each box that
  makes the most sense in the story.
• If a student asks you to provide a word for them
  or for help with the task, say, Just do your best.
• These reminders may be given as often as
  needed.
                                                       53
           Final Score: Cover Sheet
Adjusted Score = Correct
                                  24
minus (Incorrect divided by 2)
 •    Correct = 24

 2. Incorrect = 1

 3. 1 divided by 2 = 0.5

 4. Subtract 0.5 from 24 to
     get 23.5

 5.   Round up to 24                   24
                                       1
                                       24
 6. Write 24 at the top of the
    cover sheet and circle it.
                                            54

				
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