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Reading Assistant’s Diagnostic Assessment

 

Overview:

Reading Assistant is specifically designed to be a diagnostic assessment that provides educators with information about a student at three diagnostic levels:

 

Level 1: Holistic Reading Mastery, Reading Comprehension and Growth

Level 2:  “Thread” (Domain and subdomain) level ability and PRs

Level 3:  Granular skills gap analysis, with an identification of highly specific “next steps” in the instructional process.

 

Level 1 Diagnostics: Benchmarks

Reading Assistant provides a significant range of benchmarking and screening data.  This includes an overall assessment of reading mastery (ARM score), fluency (ORF/WCPM) and Dyslexia Risk (DRI).  An example of Benchmarking Diagnostics is shown below.

 

 

Reading Assistant’s Level 1 Diagnostics benchmark each student against 8 separate metrics.

 

Level 2 Diagnostics:  Domains/Threads Subscores

Reading Assistant is designed around the SVRF and Scarborough’s Reading Rope.   The Assessment delivers subdomain scores associated with each Reading Rope thread. These scores are expressed as PRs so educators can easily compare a student’s mastery level with national norms.

 

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Level 3 Diagnostics:  Skills Level

The third tier of diagnostics is generated from both Reading Assistant’s formal assessment and from practice sessions.  This tier is supported by two similar reports, the Skills Diagnostic and the Skills Status.    

 

Skills Diagnostic:

This report is organized by the Reading Rope, with each thread specified via a deep scope & sequence of standards-aligned skills.  All told, the Diagnostic Report provides information on a student’s likely mastery of several thousand discrete skills, encompassing ability levels from Pre-K thru 5th Grade.

The report is designed so that teachers can simply scan for weak spots (shown in red).   Teachers are then able to see the struggles Reading Assistant has observed and access instructional resources targeted for those skills.

Skills Status:

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This report assists teachers in organizing students into groups and tailoring instruction to their needs by enabling them to drag and drop students who may have similar areas where improvement is needed.

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