Kansas Reading Assessment

Richard Soash

“...84% of what American adults actually read is nonfiction.  And most high-stakes standardized tests contain predominantly nonfiction reading passages—as much as 80% on many of the big-name exams.”  

-Harvey Daniels, Steven Zemelman, Subjects Matter:  Every Teacher’s Guide to Content Area Reading.  

Reading First report– Grades K-3

Reading Next report (click on the graphic of the report to download) – Grades 4-12

The Fifteen Elements of Effective Adolescent Literacy Programs

1 Direct, explicit comprehension instruction, which is instruction in the strategies and processes that proficient readers use to understand what they read, including summarizing, keeping track of one’s own understanding, and a host of other practices

2 Effective instructional principles embedded in content, including language arts teachers using content-area texts and content-area teachers providing instruction and practice in reading and writing skills specific to their subject area

3 Motivation and self-directed learning, which includes building motivation to read and learn and providing students with the instruction and supports needed for independent learning tasks they will face after graduation

4 Text-based collaborative learning, which involves students interacting with one another around a variety of texts

5 Strategic tutoring, which provides students with intense individualized reading, writing, and content instruction as needed

6 Diverse texts, which are texts at a variety of difficulty levels and on a variety of topics

7 Intensive writing, including instruction connected to the kinds of writing tasks students will have to perform well in high school and beyond

8 A technology component, which includes technology as a tool for and a topic of literacy instruction

9 Ongoing formative assessment of students, which is informal, often daily assessment of how students are progressing under current instructional practices

10 Extended time for literacy, which includes approximately two to four hours of literacy
instruction and practice that takes place in language arts and content-area classes

11 Professional development that is both long term and ongoing

12 Ongoing summative assessment of students and programs, which is more formal and provides data that are reported for accountability and research purposes

13 Teacher teams, which are interdisciplinary teams that meet regularly to discuss students and align instruction

14 Leadership, which can come from principals and teachers who have a solid understanding of how to teach reading and writing to the full array of students present in schools

15 A comprehensive and coordinated literacy program, which is interdisciplinary and
interdepartmental and may even coordinate with out-of-school organizations and the
local community

Kansas Reading Standards - http://www.ksde.org/outcomes/readstds.html

Scope & Sequence - http://www.ksde.org/outcomes/rwstds782003.html#scope

Assessable Indicators with notes http://www.ksde.org/outcomes/readindicators52405.doc

Overview

Ø Multiple choice with one correct answer, not multiple mark

Ø Three 45 minute sessions

Ø No immediate results this year because new cut scores are being set

Ø Results will be given by grade level and by individual student

Ø Teachers cannot provide any graphic organizers; students may create their own

Ø Grades 3-8 and HS (11^th Grade 2006 and then 2007 Opportunity to Learn)

Ø If the delta is at the start of the indicator, the entire indicator can be tested; if there are small deltas in the indicator, only the delta items will be tested. Although non-deltaed items in a list will not be tested, they can be used as distracters

Ø Up to 15 indicators on the assessment per grade level, with 4-8 questions per indicator

Ø No “All of the above” questions

Ø Not all questions will be based on a reading passage (e.g. vocabulary – PB & NPB)

Ø Use the same terminology as the indicators (e.g. passage - see glossary - http://www.ksde.org/outcomes/readingglossary.doc)

Ø “Reading Across the Curriculum”

Ø Indicators assessed

Standard 1: Reading

Benchmark 3: Vocabulary (2-3 ▲’s)

5 Context clues (3-HS)

5 definitions, restatements, examples, descriptions, comparison-contrast, clue words, cause-effect

5 Structural analysis (3-HS)

5 Roots, prefixes, suffixes

5 Figurative Language (6-HS)

5 similes, metaphors, analogies, hyperbole, onomatopoeia, personification, idioms, imagery, and symbolism

Benchmark 4: Comprehension (9-10 ▲’s)

5 Text features

5 Make inferences and draw conclusions

5 Text Structure

5 Compare and contrast

5 Explain cause-effect relationships

5 Summarize information

5 Identify topic, main idea(s), supporting details, and theme(s)

5 Author’s style and purpose for writing

5 Fact & opinion, propaganda, bias

Persuasive text only:

5 Author’s position & persuasive techniques

Literature/Narrative text only:

5 Major & minor characters, character analysis

5 Setting

5 Elements of plot

Standard 2: Literature

Benchmark 1: Literary Concepts & Interpretation (2-3 ▲’s)

Ø

Reading Testable Indicators List (x = grade level)
R.X.1.3.1	Vocabulary in Context
R.X.1.3.4	Structural analysis
	Figurative language: simile, metaphor, analogy, hyperbole,
	onomatopoeia, personification, idiom, imagery
R.X.1.4.2	Text features
R.X.1.4.5	Inferences/conclusions
R.X.1.4.6	Text structure
R.X.1.4.7	Compare/Contrast
R.X.1.4.8	Cause/effect
R.X.1.4.9	Paraphrase and summary (5^th grade – retell)
R.X.1.4.10	Topic, main idea, supporting details, theme
R.X.1.4.11	Author’s purpose (persuade, entertain, inform)
	Author’s use of literary devices (foreshadowing, flashback, irony)
R.X.1.4.14	Persuasive text (bandwagon, glittering generalities, testimonials,
	citing statistics)
R.X.1.4.15	Fact/opinion, recognizes propaganda, bias, & stereotypes
R.X.2.1.1	Characters (narrative)
R.X.2.1.2	Setting (narrative)
R.X.2.1.3	Plot (narrative)

KSDE Formative Test Builder

http://kportal.learningstation.com

It now has both the option to create and print assessments or create, assign assessments and give results.

Flip Charts - http://www.ksde.org/outcomes/readflipchtsa2005.html

Flip Chart Abbreviations
CA= Correct Answer	MC = Multiple Choice
PB= Passage –based	AC=answer choice
NPB=Non Passage-based	CR=constructed-response

Passage Types Tested & Percentage by Grade Level
Grade Level	3^rd	4^th	5^th	6^th	7^th	8^th	HS
Passage Types	N (50%) E (50%)	N (40-45%) E (40-45%) T (10-20%)	N (30%) E (30%) T (20%) P (20%)	N (30%) E (30%) T (20%) P (20%)	N (25%) E (25%) T (25%) P (25%)	N (20%) E (30%) T (20%) P (30%)	N (20%) E (30%) T (20%) P (30%)
	50% Fiction 50% Non-fiction	40% Fiction 60% Non-fiction	30% Fiction 70% Non-fiction	30% Fiction 70% Non-fiction	25% Fiction 75% Non-fiction	20% Fiction 80% Non-fiction	20% Fiction 80% Non-fiction

Number of Possible Indicators Tested per Grade Level by Passage Type
Grade Level	Narrative	Expository	Technical	Persuasive
3^rd	11	9	NA	NA
4^th	12	11	10	NA
5^th	12	11	11	10
6^th	13	12	12	13
7^th	12	11	11	12
8^th	13	12	11	13
HS	13	12	11	13

And what inferences can we draw about what types of passages should be presented in classrooms based on the above charts?

A. We should focus on narrative.

B. We should not teach persuasive because it is too hard and we can’t find good examples.

C. We need to be teaching a lot less narrative and a lot more persuasive, technical and expository.

D. Technical is fun.

Key Skills For the Assessments

Ø Reading Comprehension

Ø Vocabulary

Ø Text Types

Ø Text Structures