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Administering and Scoring the One-on-One Measures

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Administering and Scoring the One-On-One Measures

To learn how to administer and score the individually-administered measures (Seg, LN, LS, WRF, PRF), log on to the easyCBM website and click on the Training link.

Standardized Administration Procedures
For all individual measures, it is important to assess in a quiet place free of distractions and noise. You will need a clipboard, stopwatch, pencil, blue place marker or cover sheet, assessor copy and student copy of the test being administered.

Letter Names (LN) and Letter Sounds (LS) – Kindergarten and First Grade

1. Place the probe marked “Letter Names Student Copy” or “Letter Sounds Student Copy” in front of the student and hand the blue marker to the student to help them keep their place.
2. Read the directions to the student exactly as written on the assessor copy.
3. As the student reads letters from the Student Copy of the test, follow along on your own Assessor Copy. Put a slash through any letter name/sound the student says incorrectly.
4. Remember that these are 60 second timed tests.
5. Start the stopwatch when the student says the first letter.
6. Place a bracket after the last letter name or sound read.

LN / LS Scoring Directions

1. If the student does not get any correct letter names/sounds within the first 3 rows, discontinue the test and record a score of zero.
2. If the student hesitates for 3 seconds on a letter, the letter is scored incorrect and the name / sound of the letter is provided to the student.
3. If the student makes an error then self corrects within 3 seconds, the assessor writes “SC” above the letter and it is not counted as an error.
4. If a letter or an entire row is skipped, then that letter or row is counted as incorrect.
5. Count and record the number of correct letter names/sounds in 60 seconds.

Phoneme Segmentation (PS) – Kindergarten and First Grade

1. There is no student copy of this test, as the student is listening and responding to the words supplied by the assessor.
2. Read the directions to the student exactly as written on the assessor copy.
3. Underline each phoneme the student says correctly. (See Example Item 16.)
4. Put a slash through each phoneme the student misses. (See Example Item 17.)
5. The student is not penalized for adding extra phonemes if they are separated from the other sounds in the word. (See Example Item 19.) If the extra phoneme is added to an existing one, the segment is marked incorrect. (See Example Item 20.)
6. If the student repeats the entire word, the word is circled and no credit is given. (See Example Item 21.)
7. Schwa sounds. Schwa sounds (/u/) added to consonants are not counted as errors. Some phonemes cannot be pronounced correctly in isolation without a vowel, and some early
learning of sounds includes the schwa. For example, if the word is "trick," and the student says "tu...ru...i...ku" they would receive 4 of 4 points.
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8. This is a 60 second timed test. Do all items on the page. If the student has a score of zero after the first five rows (the student simply repeats the word after it is provided, for example) stop the test and give the student a score of zero.
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Word Reading Fluency (WRF) – Kindergarten through Third Grade

1. Place the student copy marked “Word and Sentence Reading” in front of the student. Begin with Word Reading then move on to Sentence Reading.
2. Read the directions to the student exactly as written on the assessor copy.
3. Put a slash through any word the student misses. You may want to use a cover sheet to reveal only the words in the row or sentence the student is reading. If the student is unable to read any words in the first three rows, discontinue the test. Note this on the test.
This is a 60 second timed test.
4. Start the stopwatch when the student says the first word as you begin each test.
5. Place a bracket after the last word read.

Word Reading Scoring Directions

1. If the student does not get any words correct within the first three rows, discontinue the test and record a score of zero.
2. If the student hesitates for three seconds on a word, the word is scored incorrect and the word is provided to the student.
3. If the student makes an error then self corrects within 3 seconds, the assessor writes “SC” above the word and it is not counted as an error.
4. If a word or an entire row is skipped, the assessor should help the student find his/her place. This would not be counted as an error if the student reads the word correctly.
Errors are marked by putting a slash through any missed words.
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Passage Reading Fluency (PRF) – First Grade through Eighth Grade

1. Read the directions to the student exactly as written on the assessor copy.
2. Go over all proper nouns in the passage before beginning the timing.
3. This is a one minute timed test.
4. Begin timing when the student says the first word of the reading passage.
5. Place a bracket after the last word read.
6. If the student does not read any words correctly in the first line of the first passage, discontinue the task and record a score of zero.
7. If a student does not supply a word within 3 seconds, the word is provided and the error is marked with a slash through the word.
8. Omitted words are scored as incorrect and marked with a slash through the word.
9. If a student hesitates or struggles with a word for 3 seconds, tell the student the word and mark the word as incorrect.
10. If the student makes an error then self corrects within 3 seconds the assessor writes “SC” above the word and it is not counted as an error.
11. Inserted words are ignored and not counted as errors.
12. At the end of the test, the assessor should fill in the spaces indicating Total Words Read, Errors, and Total Correct Words.

Passage Reading Fluency (PRF) – First Grade through Eighth Grade

1. Read the directions to the student exactly as written on the assessor copy.
2. Go over all proper nouns in the passage before beginning the timing.
3. This is a one minute timed test.
4. Begin timing when the student says the first word of the reading passage.
5. Place a bracket after the last word read.
6. If the student does not read any words correctly in the first line of the first passage, discontinue the task and record a score of zero.
7. If a student does not supply a word within 3 seconds, the word is provided and the error is marked with a slash through the word.
8. Omitted words are scored as incorrect and marked with a slash through the word.
9. If a student hesitates or struggles with a word for 3 seconds, tell the student the word and mark the word as incorrect.
10. If the student makes an error then self corrects within 3 seconds the assessor writes “SC” above the word and it is not counted as an error.
11. Inserted words are ignored and not counted as errors.
12. At the end of the test, the assessor should fill in the spaces indicating Total Words Read,
Errors, and Total Correct Words.

Entering Student Scores

To enter the scores for individually administered reading tests such as phoneme segmenting, letter names, letter sounds, word reading fluency, and passage reading fluency, first click on the “Measures” tab and select a grade. Next, select the measure with student scores to enter. To the right, you will notice the “Enter Scores” link.
Click on this link to proceed.

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Once you select “Enter Scores”, a box will appear with the label “Enter data for which Group?” In the box, to the right of the word Group, there is a drop down menu where you can select the specific group, then click on “Go.”

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A window will appear with the title “Teacher Data Entry for”. If you scroll down this page, the names of your individual students will appear. Mark any errors, along with the last letter item completed. When you are finished, click “Save.” The computer will score the student responses and graph the results for you. To see the graphed student results, click on the “Reports” tab.

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