Transcript DIBELS Next Review of Scoring

DIBELS Next Review of Scoring
Melrose Public Schools
September 2012
DIBELS Oral Reading Fluency (DORF)
Basic Early
Literacy Skill
Advanced Phonics and Word Attack Skills; Accurate and Fluent
Reading of Connected Text; Reading Comprehension
Administration
Time
1 minute, plus 1 minute maximum for Retell
Administration
Schedule
Middle of first grade through end of sixth grade
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
Rule
If no words are read correctly in the first line, say, “Stop.”, record
score of 0, and do not administer Retell.
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.
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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.
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Directions
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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:
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Compute the Final Score
•
Add the total number of words
read up to the bracket.
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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.
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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.
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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.
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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.
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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.
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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.
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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
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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___
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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
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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.
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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
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to the retell, the recitation, song, or poem is not counted.
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.
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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.
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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.
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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.
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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.”
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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.”
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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.”
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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.”
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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.
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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, and 25, record those
scores with corresponding
errors in the appropriate
boxes.
27 36 25
3 2 1
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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
circle 27.
27 36 25
3 2 1
• If 2 scores are the same
number, that number is the
median.
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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,
circle 16.
• If the Quality of Response
values are 2, 3, and 2, the
median is 2.
27 36 25
3 2 1
12 19 16
2
3
2
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Final Score: Accuracy
Calculating Accuracy:
Correct
Correct + Incorrect
X 100
27
27 + 2
X 100 = 93%
27 36 25
3 2 1
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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.
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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?
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DAZE
Administration and Scoring of
Daze
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DIBELS Assess the Basic Early Literacy
Skills
Basic Early Literacy Skill
DIBELS Indicator
Alphabetic Principle and
Basic Phonics
Nonsense Word Fluency
-Correct letter sounds
-Whole word read
Advanced Phonics and
Word Attack Skills
DIBELS Oral Reading Fluency
-Accuracy
Accurate and Fluent
Reading of Connected Text
DIBELS Oral Reading Fluency
-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
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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.
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DIBELS Daze
Basic Early
Literacy Skill
Reading Comprehension
Administration
Time
3 minutes
Administration
Schedule
Beginning of third grade through end of sixth grade
Score
Number of correct words in 3 minutes minus half the number of
incorrect answers.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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Final Score: Cover Sheet
Adjusted Score = Correct
minus (Incorrect divided by 2)
1.
24
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
6. Write 24 at the top of the
cover sheet and circle it.
24
1
24
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