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Administration and Scoring of
Spelling
Curriculum-Based Measurement (CBM)
for use in General Outcome Measurement
Overview of Spelling-CBM Assessment Training Session
Part of a training series developed to accompany the AIMSweb
Improvement System.
Purpose is to provide the background information and data collection
procedures necessary to administer and score Spelling Curriculum
Based Measurement (S-CBM).
Designed to accompany:
• AIMSWeb Training Workbook: Administration and Scoring of
Spelling CBM for Use in General Outcome Measurement
• Standard Spelling Probes
• AIMSweb Web-based Software
• Training Video
Training Session Goals
Brief review of Curriculum Based Measurement (CBM)
and General Outcome Measurement (GOM).
• Its Purpose
• Its Origins
Learn how to administer and score Spelling - Curriculum Based
Measurement (S-CBM) through applied practice.
General Outcome Measurements from Other Fields
• Medicine measures blood pressure, weight, temperature, weight.
• Federal Reserve Board measures the Consumer Price Index.
• Wall Street measures the Dow-Jones Industrial Average.
• Companies report earnings per share.
• McDonald’s measures how many hamburgers they sell.
Common Characteristics of General Outcome Measures
• Simple, accurate, and reasonably inexpensive in terms of time and
materials.
• Considered so important to doing business well that they are
routine.
• Are collected on an ongoing and frequent basis.
• Shape/inform a variety of important decisions.
CBM is Designed to Provide Educators With…
The same kind of evaluation technology as other professions!
Powerful measures that are:
•
Simple
•
Accurate
•
Efficient indicators of student achievement that guide/inform a variety of
decisions
General Outcome Measures in Spelling
Not a measure of performance on a particular lesson or unit
A broader indicator
– Level of general spelling skills relative to peers
– Degree of progress in spelling relative to self or peers
Things to Remember
About General Outcome Measures in Spelling
•
“Signs” of general achievement
– Not everything
– Important things
•
Standardized tests
– Administration
– Scoring
– Interpretation
•
Researched
– Reliability and validity
– Accuracy of measurement
•
Sensitive to improvement in short periods of time
•
Designed to be as short as possible (do-ability)
•
Linked to decision making for promoting positive achievement
Spelling CBM
Traditional spelling tests versus S-CBM
•
Shorter duration (2 minutes)
•
Spelling words dictated carefully at set pace
•
Random sample from a large pool of graded spelling words
•
Combination of words
– Words students have already learned
– Words they will learn to spell in upcoming weeks or months
•
Exact and sensitive way to assess spelling improvement
– Correct letter sequences
– Correct word spellings
Summary of Spelling Conditions
Timing
– 2 minutes
– New word dictated every 7 seconds
(every 10 seconds: grades 1 & 2)
Arrangements
– Group
– Individual
What is scored
– Number of letters spelled in correct sequence
– Number of words spelled correctly
Standard Directions
1.
Students have lined paper numbered 1–12 (Grades 1 & 2) or 1–17
(Grade 3-8)and a pencil.
2.
Say, “We’re going to take a 2-minute spelling test. I am going to
say some words that I want you to spell on the sheet of paper in
front of you. Write the first word on the first line, the second
word on the second line and so on. I’ll give you [10] [7] seconds
to spell each word. When I say the next word, write it down,
even if you haven’t finished the last one. You will receive credit
for each correct letter written. Are there any questions? [Pause]
Let’s begin.”
3.
Say the first word and start your stopwatch (or tape recorder)
Standard Directions
4.
Say each word twice. Use homonyms in a sentence (provided)
5.
Say a new word every 10 or 7 seconds
6.
Say, “You should be on the fifth word which is…”
7.
Monitor students to ensure they are writing on the correct line
8.
Do not respond to student questions during the test
9.
After two minutes, say, “Stop. Put your pencils down.”
Good to begin with short practice test to reduce novelty.
Shortened directions available for well-experienced students.
Standard Assessment Spelling Lists
Benchmark: 3 standards lists for each grade (1–8)
•
Screen and identify students who are at risk
•
Monitor progress and improvement in fall, winter, and spring
•
Guide program evaluation decisions & improve accountability
Progress Monitor: 30 standard lists for each grade
•
Provide practical way to write individualized progress goals
•
Monitor progress and determine rate of improvements
•
Provide accountability data
An Example
Administration and Scoring of Spelling-CBM
What Examiners Need To Do…
•
Before testing students
•
While testing students
•
After testing students
BEFORE Testing
Student needs:
• Numbered, lined paper with
the exact number of lines (12
or 17)
– Saves time
– Reduces potential
confusion
– Makes scoring easier
– Answer sheets available
as PDF documents
• Pencil
BEFORE Testing
Examiner needs
• List of words with time
interval clearly marked
– Includes sentences
for homonyms
– Improves ease of
scoring
• Timing device
Gather Assessment Materials
Download and review S-CBM Manual
Download and reproduce student answer sheets
Download Standard Spelling Assessment Lists
–
Curriculum independent
–
Allow decision making
–
Minimize between-teacher, between-school differences
Stopwatch or timer
–
Clock on the wall is inaccurate, inefficient
Timing tape
–
Audio tape with recorded tones at prescribed intervals
–
Allows better attention to words and students
List of students to assess
Arrange Testing Environment
Quiet, without distractions
May be 1:1, small group, whole classroom
Consider a simple practice test
–
–
–
Use very simple words
Allows students to adjust to pace
Show student how they get credit for unfinished words
Be sure you can monitor
–
–
Especially those students who “get lost” easily
Be available to point to the number of the next word
Things to Keep in Mind
Keep examiner out of the process
–
Keep number of words said to minimum
–
Some students try to spell everything said
–
Only homonyms have sentences (say word, say sentence, repeat
word)
Roam and project
–
Loud enough for all students to hear
–
Be sure head is turned toward students
Monitor, monitor, monitor
–
Alert for lost students
•
Before they become frustrated and quit
•
Before they call out that they are lost
–
Available to point to the next number
Things to Keep in Mind
Say the number of the word periodically
–
Younger students, say,
“You should be on the fifth (tenth) word which is…”
–
Older students find this intrusive, so don’t say the numbers
Avoid answering questions during testing
–
Students may comment: You’re going too fast, I’m lost, What number
are we on?
–
Deal with this in practice tests
–
Point to orient student
Adhere to end of timing
Interruptions
–
Re-administer later with another spelling list
–
Consider that some students need small group or 1:1
Helpful Hints
•
Ensure a quiet and distraction-free testing environment
– Students must be able to hear the examiner
– Offer no assistance, even when you know the child is capable of more
•
Complete reliability checks
– Before and after data collection with all examiners to ensure reliable
administration and scoring
– Additional reliability checks at least once a year
– Prevent examiner “drift”
•
Use same Benchmark examiner for the same students.
– Younger children tend to perform better with familiar examiners.
Things You Need DURING Testing
Follow the standardized directions:
• Spelling-CBM is a standardized test
• Administer the assessment with consistency
• Remember it’s about testing, not teaching
• Don’t teach or correct
• Never practice using
the standard spelling lists
Things to Do AFTER Testing
Score Immediately!
Determine the words spelled correctly
• Circle the number beside the words spelled correctly
• Award full points
Determine the correct letter sequences for misspelled words
(see next slide)
• More likely to show change
• Provides diagnostic and positive feedback
Spelling Scoring
• Correct: Count each sequence of 2 letters
• Spaces before and after the word count as “letters”
– Consider: break through versus breakthrough
• Example: cat
c a t
1
2
3
4 sequences correct
Spelling Scoring
store
stor
_store_
_store_
(6)
(6)
fishing
fisshing
_fishing_
_fisshing_
(8)
(8)
cat
catz
_cat_
_catz_
(4)
(4)
Spelling Scoring
store
stor
_^s^t^o^r^e^_
_^s^t^o^r e _
6 (6)
4 (6)
fishing
fisshing
_^f^i^s^h^i^n^g^_
_^f^i^s s h^i^n^g^_
8 (8)
7 (8)
cat
catz
_^c^a^t^_
_^c^a^t z _
4 (4)
3 (4)
Spelling Scoring, Continued
•
Tricks:
– Use master sheet with all correct sequences pre-counted.
– Then you only need to count the scoring for the few incorrect
sequences (errors) on each paper.
•
A complete list of spelling rules can be found in the Appendix of
your workbook.
•
Please review and become more familiar with the more unusual
errors.
Summary
You now have the building
blocks to begin Spelling CBM to ensure literacy
growth.
•
Practice to Automaticity —
You’ll get more efficient
•
Get Checked Out by a
colleague using the
Accuracy of Implementation
Rating Scale (AIRS) for
accuracy and efficiency
•
Stay in Tune by periodically
checking AIRS
Let’s Practice
Practice: Spelling
•
Open your workbooks to Spelling Practice List 1: Elida
•
Score this spelling test
– Words spelled correctly
– Correct letter sequences
Answer:
Elida
WSC = 13
CLS = 121
If the Student Misses a Few Words…
•
•
•
Any missing single letter equals 2 missing CLS.
Any 2 letters together that are missing equals 3 missing CLS
Any incorrectly inserted letter equals 1 missing CLS
NEXT —
Score Practice
List 2: Lester
Answer:
Lester
WSC = 0
CLS = 52
NEXT —
Score Practice
List 3: Calvin
Answer:
Calvin
WSC = 9
CLS = 109
Determining Inter-Scorer Agreement
Agreements / (Agreements + Disagreements) x 100
Example:
Examiner 1 = 90 CLS
Examiner 2 = 92 CLS
Inter-Scorer Agreement = 98%
NEXT —
Score Practice List 4: Lucinda and
Compute Inter-Scorer Agreement with a partner
Answer:
Lucinda
WSC = 2
CLS = 70
How is your
Inter-Scorer
Agreement?
The End