Administration and Scoring of

Spelling

Curriculum-Based Measurement (CBM)for use in General Outcome Measurement

Part of a training series developed to accompany the AIMSweb Part of a training series developed to accompany the AIMSweb Improvement System.Improvement System.

Purpose is to provide the background information and data collection Purpose is to provide the background information and data collection procedures necessary to administer and score Spelling Curriculum procedures necessary to administer and score Spelling Curriculum Based Measurement (S-CBM).Based Measurement (S-CBM).

Designed to accompany: Designed to accompany:

• AIMSWeb Training Workbook: Administration and Scoring of AIMSWeb Training Workbook: Administration and Scoring of Spelling CBM for Use in General Outcome MeasurementSpelling CBM for Use in General Outcome Measurement

• Standard Spelling ProbesStandard Spelling Probes

• AIMSweb Web-based SoftwareAIMSweb Web-based Software

• Training VideoTraining Video

Overview of Spelling-CBM Assessment Training Session

Brief review of Curriculum Based Measurement (CBM) Brief review of Curriculum Based Measurement (CBM) and General Outcome Measurement (GOM).and General Outcome Measurement (GOM).• Its PurposeIts Purpose

• Its OriginsIts Origins

Learn how to administer and score Spelling - Curriculum Based Learn how to administer and score Spelling - Curriculum Based Measurement (S-CBM) through applied practice.Measurement (S-CBM) through applied practice.

Training Session Goals

General Outcome Measurements from Other Fields

• Medicine measures blood pressure, weight, temperature, weight.Medicine measures blood pressure, weight, temperature, weight.

• Federal Reserve Board measures the Consumer Price Index.Federal Reserve Board measures the Consumer Price Index.

• Wall Street measures the Dow-Jones Industrial Average.Wall Street measures the Dow-Jones Industrial Average.

• Companies report earnings per share.Companies report earnings per share.

• McDonald’s measures how many hamburgers they sell.McDonald’s measures how many hamburgers they sell.

Common Characteristics of General Outcome Measures

• Simple, accurate, and reasonably inexpensive in terms of time and Simple, accurate, and reasonably inexpensive in terms of time and materials. materials.

• Considered so important to doing business well that they are Considered so important to doing business well that they are routine. routine.

• Are collected on an ongoing and frequent basis. Are collected on an ongoing and frequent basis.

• Shape/inform a variety of important decisions.Shape/inform a variety of important decisions.

CBM is Designed to Provide Educators With…

The same kind of evaluation technology as other professions!The same kind of evaluation technology as other professions!Powerful measures that are:Powerful measures that are:• SimpleSimple• AccurateAccurate• Efficient indicators of student achievement that guide/inform a variety of Efficient indicators of student achievement that guide/inform a variety of

decisionsdecisions

Not a measure of performance on a particular lesson or unitNot a measure of performance on a particular lesson or unit

A broader indicatorA broader indicator

– Level of general spelling skills relative to peersLevel of general spelling skills relative to peers

– Degree of progress in spelling relative to self or peersDegree of progress in spelling relative to self or peers

General Outcome Measures in Spelling

• ““Signs” of general achievementSigns” of general achievement– Not everythingNot everything– Important thingsImportant things

• Standardized testsStandardized tests– AdministrationAdministration– Scoring Scoring – InterpretationInterpretation

• ResearchedResearched– Reliability and validityReliability and validity– Accuracy of measurementAccuracy of measurement

• Sensitive to improvement in short periods of timeSensitive to improvement in short periods of time

• Designed to be as short as possible (do-ability)Designed to be as short as possible (do-ability)

• Linked to decision making for promoting positive achievementLinked to decision making for promoting positive achievement

Things to Remember About General Outcome Measures in Spelling

Traditional spelling tests versus S-CBMTraditional spelling tests versus S-CBM

• Shorter duration (2 minutes)Shorter duration (2 minutes)

• Spelling words dictated carefully at set paceSpelling words dictated carefully at set pace

• Random sample from a large pool of graded spelling wordsRandom sample from a large pool of graded spelling words

• Combination of words Combination of words

– Words students have already learned Words students have already learned

– Words they will learn to spell in upcoming weeks or monthsWords they will learn to spell in upcoming weeks or months

• Exact and sensitive way to assess spelling improvementExact and sensitive way to assess spelling improvement

– Correct letter sequencesCorrect letter sequences

– Correct word spellingsCorrect word spellings

Spelling CBM

TimingTiming

– 2 minutes2 minutes

– New word dictated every 7 seconds New word dictated every 7 seconds (every 10 seconds: grades 1 & 2)(every 10 seconds: grades 1 & 2)

Arrangements Arrangements

– Group Group

– IndividualIndividual

What is scoredWhat is scored

– Number of letters spelled in correct sequenceNumber of letters spelled in correct sequence

– Number of words spelled correctlyNumber of words spelled correctly

Summary of Spelling Conditions

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 Directions

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

Standard Assessment Spelling Lists

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 ManualDownload and reproduce student answer sheetsDownload 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 timingInterruptions

– 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.

Follow the standardized directions: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 You Need DURING Testing

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 _ s t o r e _ (6)stor _ s t o r e _ (6)

fishing _ f i s h i n g _ (8)fisshing _ f i s s h i n g _ (8)

cat _ c a t _ (4)catz _ c a t z _ (4)

Spelling Scoring

store _^s^t^o^r^e^_ 6 (6)stor _^s^t^o^r e _ 4 (6)

fishing _^f^i^s^h^i^n^g^_ 8 (8)fisshing _^f^i^s s h^i^n^g^_ 7 (8)

cat _^c^a^t^_ 4 (4)catz _^c^a^t z _ 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 A complete list of spelling rules can be found in the Appendix of your workbook. workbook.

• Please review and become more familiar with the more unusual Please review and become more familiar with the more unusual errors.errors.

Summary

You now have the building You now have the building blocks to begin blocks to begin Spelling -Spelling - CBM CBM to ensure literacy to ensure literacy growth.growth.

• Practice to AutomaticityPractice to Automaticity — — You’ll get more efficientYou’ll get more efficient

• Get Checked OutGet Checked Out by a by a colleague using the colleague using the Accuracy of Implementation Accuracy of Implementation Rating Scale (Rating Scale (AIRSAIRS) for ) for accuracy and efficiencyaccuracy and efficiency

• Stay in TuneStay in Tune by periodically by periodically checking AIRSchecking 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 = 13CLS = 121

If the Student Misses a Few Words…

• Any Any missing single lettermissing single letter equals 2 missing CLS. equals 2 missing CLS. • Any Any 2 letters together that are missing2 letters together that are missing equals 3 missing CLS equals 3 missing CLS• Any Any incorrectly inserted letterincorrectly inserted letter equals 1 missing CLS equals 1 missing CLS

NEXT — Score Practice List 2: Lester

Answer:Lester

WSC = 0CLS = 52

NEXT —Score Practice List 3: Calvin

Answer:Calvin

WSC = 9CLS = 109

Determining Inter-Scorer Agreement

Agreements / (Agreements + Disagreements) x 100Agreements / (Agreements + Disagreements) x 100

Example:

Examiner 1 = 90 CLS90 CLS

Examiner 2 = 92 92 CLS

Inter-Scorer Agreement = 98%98%

NEXT — Score Practice List 4: Lucinda and Compute Inter-Scorer Agreement with a partner

Answer:Lucinda

WSC = 2CLS = 70

How is your Inter-Scorer Agreement?

The End