Mary,
I don't think kids should ever be *tested* for anything with a cold
reading, so I think your idea of doing the district text with a *warm*
reading is a good one. You might discover some things. :-)
Renee Goularte
On May 10, 2012, at 5:05 AM, Conner-Righter, Mary wrote:
I apologize in advance if this topic is a repeat of one I previously
posed
or if it is not suitable for this forum...We continue to debate the
manner
of assessing fluency/accuracy for benchmark assessments. We assess all
students with the DIBELS oral reading fluency in grades 1 and 2.
However,
we also have a district fluency/accuracy assessment, administered at
the
same time of the year by the classroom teacher. The debate is -
should we
be assessing both readings as 'cold' readings (DIBELS has to be done
so.)
or can we do the district assessment as a 'warm' (practiced) read in
order
to compare the students' performance on each type. Some feel that
having a
'warm' read score would show if students are independently using
strategies
to work through the text. Students are only given a few seconds to
try a
strategy during the DIBELS read - they are then told the word if they
give
no response.
Any thoughts?
Thanks,
Mary
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