1. T H E P U R P O S E S O F E D U C A T I O N A L A S S E S S M E N T
THE ASSESSMENT
FRAMEWORK

2. PRIMARY PURPOSES FOR ASSESSMENT
1. Screening
Function
Determines
student skills,
needs, and
levels of
performance
Why
To identify
students who
need additional
assessments
and/or
supplemental/
intervention
instruction
Who
All students
Key
Features
Brief, initially
administered
early in the year,
& predictive of
reading
outcomes

3. SCREENING MEASURES
• Goal is to maximize
the amount of
information
collected in the
minimum amount of
time.
• Assessments can be
administered up to
3 times per year
(beginning, middle,
and end).

4. SCREENING MEASURES
• Screening assessments must:
• Align with what is being taught
• Have alternate versions
because of repeated use
• Be efficient – quick, reliable,
valid
• Have “predictive validity” – e.g.
a low score in the Fall predicts
difficulty at the end of the year

5. PRIMARY PURPOSES FOR ASSESSMENT
2. Progress Monitoring
Function
Monitors student
response to
targeted
instruction
Why
To inform
teacher of
effectiveness of
targeted
instruction for
individual
students
Who
Students who
are at risk or
have not met
grade-level
benchmarks &
are receiving
interventions in
specific skill
areas
Key
Features
Brief,
administered
frequently,
sensitive to small
changes over
time

6. PROGRESS MONITORING

7. PROGRESS MONITORING
PM Provides:
• Data to make decisions
about students
• Accountability by
documenting progress
• Flexibility to modify
intervention
components
• Motivation to continue
until goals are
achieved

8. PRIMARY PURPOSES FOR ASSESSMENT
3. Diagnostic
Function
Analyzes
student
strengths and
weaknesses
to identify
specific
instructional
needs
Why
To provide
more
precise, in-
depth info of
a student’s
knowledge
and skills in
order to
guide
instruction
Who
Students
identified for
additional
support
based on
screening, if
more
information is
needed
Or students
who are not
making
progress over
a period of
time, if more
information is
needed
Key
Features
Given
individually,
provides an
in-depth
instructional
profile

9. DIAGNOSTIC MEASURES
• Diagnostics are expensive and time-
consuming to administer.
• Assessments should only be given when
there is a high probability they will provide
new information to help plan more effective
instruction.
• If schools are implementing screening and
progress monitoring in a reliable and valid
way, diagnostic measures may be necessary
only in unusual circumstances.

10. PRIMARY PURPOSES FOR ASSESSMENT
4. Outcome
Function
Measures
student
performance
relative to
state or
national
grade-level
achievement
expectations
Why
To determine
student
progress
based on
national or
state norms
To make
decisions
about
students for
upcoming
years
Who
All students
Key
Features
Comprehensive

11. OUTCOME MEASURES
• Assessment provides a
bottom-line evaluation
of the effectiveness of
the reading program.
• Outcome assessments
are conducted
following instruction
(at the end of a unit,
grading period,
and/or year).

12. FINAL WORD
High-quality assessments provide feedback to
students, teachers, and schools about what has been
learned, and they ‘feed-forward’ information that can
shape future learning, as well as guide college and
career-related decision making.
Keep in mind that some assessments can be used for
multiple purposes.