Building Consistent DRA2/EDL2 Testing Practices

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Consistency is important…

For students Provides accurate information about individual reading

strengths and areas for growth. Facilitates reliable tracking of student progress.

For teachers Guides instructional planning. Ensures that scores used for SGOs are reliable.

For the school Informs both SIPs and School Performance Frameworks.

For the district Ensures compliance with state guidelines for the CBLA.

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Administering the DRA2 with Consistency

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Administering the DRA2 with Consistency Use current information about your student to determine

the appropriate starting level.

Start where you believe the student is reading independently.

Remember guided reading levels are “Instructional” not “Independent.”

Use records from individual conferences, assessment notebooks and book bags.

Select titles that students haven’t read previously, if possible.

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Administering the DRA2with Consistency Read only the bold directions in the Teacher Observation

Guide. Paraphrasing or giving more information can

compromise the reliability of the test.

Beginning at Level 14, use a stopwatch to time the reading. If a student is stuck on a word, give 5 seconds of wait

time, then supply the word and mark it as a miscue.

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Administering the DRA2 with Consistency

After taking a running record of a student’s oral reading, go directly to the Oral Reading Fluency section of the Continuum and score the student’s reading.

▼If the student’s total falls below the Independent range, move to a lower level text.

►If the total is in the Independent or Advanced range, administer the Comprehension section of the test.

By using all the descriptors on the continuum, you can get a better picture of the student’s oral reading ability.

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Administering the DRA2 with Consistency If the student scores Independent on ORF, proceed to the

Comprehension section.

If the student does not score in the Independent range, administer a lower level text.

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Beginning at Level 28, have the student write in the student booklet.

All students must do the writing, unless they have a documented accommodation for scribing. (This includes 1st graders)

You may ask students the questions orally afterwards to gather instructional information, but you need to score the written answers.

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Administering the DRA2 with Consistency

Practice Scoring With Consistency

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Scoring Oral Reading with Consistency

Consistent scoring of Oral Reading responses is facilitated by:

• Using common guidelines for identifying miscues.• Using the scoring continuums appropriately.• Filling out all sections of the test accurately• Ensuring that all schools use the online continuums.

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Identifying Miscues with Consistency

The Record of Oral Reading Guidelines, which provides directions on how to code the oral reading, is included at the back of the Teacher’s Guide.

Make sure you have a copy available during testing for quick reference.

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Identifying Miscues with ConsistencyAnswers to frequently asked questions about miscues:

Proper names—Count as an error only the first time if the student reads it the same way; counts as an error each time the student reads it differently and incorrectly.

Contractions (e.g., “don’t for “’do not” or vice versa)—Count as one miscue each time it occurs.

Dialect or speech issues—Words mispronounced due to a speech problem or dialect may be coded but are not counted as errors.

Skipped line of text—Count as one error (missed whole line).

Headers—Count as one error (missed whole line).

Repetitions and self-corrections—Do Not Count as errors.

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Running Records Training

The only permissible things a teacher may say during the running record are:

“Try something” if the student comes to a word and just stops and doesn’t try anything.

Tell the word (after waiting for 5 seconds). A “Told” is an error.

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Using the Scoring Continuums with Consistency If the ORF and/or the COMP total are in the “Advanced”

column, go to the next higher text level. ▲

If either the ORF or the COMP total is below the “Independent” column, go to the next lower text level. ▼

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Go to a higher text level

Go to a lower text level

Using the Scoring Continuums with Consistency

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DRA2 Testing Demonstration

Example Protocol for Calibration: Watch video

Take a running record

Score and analyze results

Check for consistency Do you agree on the number and type of miscues that you

identified? Are you within 1 point for each of the descriptors on the

continuum? Are you using the anchor writing samples to support your

scores?

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Ideas for School Wide Calibration

Inter-rater reliability is important and can be increased in the following ways:

Watch the DRA2 training DVD together and compare scores for one or two students.

Score a few students’ transcripts and booklets as a group. Observe the testing of at least one or two students in one

another’s classrooms. Assess a student during a data-team meeting and score

together. Use any other collaborative scoring protocols developed at

your school.

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