The current focus on curriculum-based assessment (CBA) presents a number of problems for many special education teachers. Preparing and using CBAs may seem difficult for teachers who are accustomed to viewing academics from a skills-based perspective or a criterion-referenced perspective that focuses on generic hierarchies of skills in various academic areas to plan a student’s individualized education program (IEP).
If teachers are to have access to the general education curriculum for inclusion classes in a specific grade-level classroom—and its modifications—they need to know the grade-level specific skills usually used by general education teachers.
We usually see some discrepancies in focus between general and special education teachers because the latter teachers are usually engaged in helping students with mild disabilities who function below grade level “catch up”—as fast as possible.
Spelling Deficits
Most students have been taught by a writing-process approach, which would seem to reduce the effect of spelling problems on a report or story. But spelling continues to be a roadblock to fluent writing for many students with disabilities. Many students who learned to use invented spelling when taught language arts by the whole-language approach failed to make the transition to standard spelling. In addition, they find it difficult to proof their written work because they cannot detect or correct spelling errors.
Numerous prerequisites (i.e., auditory and visual perception, perceptual motor integration, phonics, handwriting) make spelling a difficult subject area for students with mild disabilities. Students who experience difficulty using word-attack skills in decoding new words in reading often experience difficulty with spelling.
Mercer indicated that required spelling competencies include the following:
– auditory discrimination
– consonants
– phonograms
– plurals
– syllabication
– structural elements (root words, prefixes, suffixes)
– ending changes
– vowel digraphs and diphthongs
– silent e
Spelling curriculums are generally composed of high-frequency words, and words that can be encoded by knowing basic spelling skills, which are primarily phonics and structural analysis skills. General education students using spelling basals are exposed to and expected to spell at least 3,000 words (at 20 words per week) by the end of the sixth grade.
Students with disabilities who spell a fraction of those words are at significant disadvantage in fluent written expression assignments. Appropriate programming for students with significant difficulties in spelling should begin with assessment to determine the student’s individual spelling curriculum.
Spelling Assessment Instruments
You can assess spelling for instructional planning by using commercial CRTs, such as the Diagnostic Spelling Test and The Spellmaster Assessment and Teaching System. These CRTs measure the spelling of phonetically regular words and structural spelling elements, as well as nonphonetic or irregular words. CRTs provide significant information regarding the generic spelling curriculum needed for specific students, but the tests are not tied to specific state or district spelling curricula. Therefore, the spelling assessments needed are criterion-referenced tests based on the state or district spelling curriculum—in other words, curriculum-based assessments that embody the CRT model. This article discusses the construction of several spelling CBAs, including Spelling Graded Word Lists and the Informal Spelling Inventory.
Creating Spelling Graded Word Lists
Spelling Graded Word Lists are similar to Reading Graded Word Lists, are prepared in much the same way, and are used for a similar purpose. In preparing the Spelling Graded Word Lists, assemble the Teacher’s Editions (TEs) of the district spelling textbooks, first through sixth grades. One grade level at a time, randomly select 20 words from the complete spelling word list from each grade-level spelling TE.
Randomly select words by choosing every 20th word or by selecting 2 words per unit until there are a total of 20 words. Then type the words in lists. The Spelling Graded Word Lists comprise a survey test of spelling words from first through sixth grade. You can use the results to provide an estimate of which level of Informal Spelling Inventory to administer first.
Spelling Graded Word Lists:
Grade 1 Spelling
bake
did
bed
fix
cat
gave
Grade 3 Spelling
above
calf
leaf
fair
round
miles
Grade 5 Spelling
alert
bicycle
correct
decoy
editor
false
Creating Informal Spelling Inventories (ISI)
An Informal Spelling Inventory is a skills-based test (CRT) that assesses specific spelling skills at each grade level, first through sixth grades, in the state- or district-adopted spelling basals (CBA). There are several “teacher friendly” methods of creating an Informal Spelling Inventory (ISI):
– Spelling Lessons Method.
– Generic Spelling Skills Method.
– Scope and Sequence Method.
This article describes the Spelling Lessons Method. The Generic Spelling Skills Method involves using the same list of specific spelling skills at each grade level, and selecting words from the various grade levels as representative samples for the skills. The Scope and Sequence Method of preparing an ISI uses the district spelling skills hierarchies for each grade level, and selecting words representative of each of the specific skills.
Using the Spelling Lessons Method
The Spelling Lessons Method of creating CBAs in spelling is the easiest to prepare— or the most “teacher friendly” approach. In preparing an Informal Spelling Inventory by the Spelling Lessons Method, you should assemble the student and teacher copies of the district-adopted spelling textbook series for first grade through sixth grade.
First, create an ISI Outline for each grade level. You can easily create the ISI Outline by using the Table of Contents of each grade level of the spelling basal series. In the example, the teacher used three headings: Unit, Skills, Words. The teacher began with Unit l by listing the specific skill covered in that Unit under the heading Skills, and selecting three or four words from Unit One to write under the heading Words. The teacher continued in the same manner, but eliminated the review spelling Units 6, 12, 18, 24, 30, and 36.
Once you have prepared the ISI Outline, you can complete the Informal Spelling Inventory by simply:
– Selecting one or more words from each of the spelling skills.
– Listing the spelling skills individually.
– Writing a sentence with the spelling word in it to use during the test administration.
For example, note that Unit l on the ISI Outline includes spelling words with short vowels: pass, held, spill, crust. On the Informal Spelling Inventory, all four of the short-vowel spelling words were selected from Unit l for test questions l, 2, 3, and 4. The Spelling Skills (short vowels a, e, i, u) were indicated, and a sentence was prepared using each word. You may decide to select one word from each of the spelling units for the spelling test or, as in this example, select several words from some spelling units, depending on the spelling skills you want to assess.
Students who experience difficulty using word-attack skills in decoding new words in reading often experience difficulty with spelling.
In the same manner, you should finish the entire Informal Spelling Inventory for the fourth-grade level, and for each of the other spelling grade levels, first through sixth grade.
What Is Curriculum-Based Assessment?
How is curriculum-based assessment (CBA) different from curriculum-based measurement (CBM) and criterion-referenced testing (CRT)? Current definitions of CBA address either a generic or a specific focus.
Mercer’s definition focused on observation and recording, which are useful in monitoring a student’s progress in the school curriculum or the student’s IEP objectives.
CBM is a type of curriculum-based assessment; it is a fluency-based model that considers accuracy and time (Olson & Platt, 1996). For example, CBM procedures in spelling involve dictating words from student spelling basal texts, usually 20 words from each spelling level, for 2 minutes with about 10 seconds to write the word. The CBM is scored by counting the number of correct letter sequences within the 2-minute test sample. Many school districts have established their own instructional and mastery standards for CBM measures and are using these instruments for monitoring progress of students with disabilities in the general education curriculum.
The definition by Idol, Nevin, and Paolucci-Whitcomb is more specific: “A curriculum-based assessment (CBA) is a criterion-referenced test that is teacher constructed and designed to reflect curriculum content.” A CRT is based on hierarchies of generic academic skills that are not tied to a specific school district’s curriculum. This definition, then, stresses the CRT model of CBAs, which focuses on hierarchies of skills in the general education curriculum.
Combining the generic and specific definitions allows us to view CBAs as including both survey tests (CRTs) and specific tests. CBAs, then, are CRTs that are teacher-constructed and use direct observation and recording of a student’s performance in the school curriculum.
Three primary purposes for preparing and using CBAs are to determine the student’s functioning level in the adopted curriculum of the school district; to determine the student’s specific strengths and weaknesses; and to collect data to monitor a student’s progress in the general education curriculum to make instructional decisions.
CBA provides teachers with survey information needed for IEP planning, as well as specific information necessary for daily lesson planning and progress monitoring. Teachers should prepare CBAs in every subject area because all classroom curriculum decisions should have a performance database.
The Purposes of CBA
Three primary purposes for preparing and using CBAs are as follows:
1.To determine the student’s functioning level in the district’s curriculum.
2.To determine the student’s specific strengths and weaknesses.
3.To collect data to monitor a student’s progress.
CBA provides teachers with survey information needed for IEP planning, as well as specific information necessary for daily lesson planning and progress monitoring.
Administering the CBA Spelling Tests
The spelling CBAs (Spelling Graded Word Lists and Informal Spelling Inventories) will be administers using a dictation procedure similar to other spelling tests with the teacher pronouncing the word, using the word in a sentence, and pronouncing the word again. The student will be given a reasonable amount of time to write each spelling word, but will not be timed (limited to 2-minute test, and 10 seconds to spell each word) as in typical curriculum-based measurement. Mann, Suiter, and McClung suggested using the following criteria in evaluating spelling test results: 90%-100%, Independent Level; 75%-89%, Instructional Level; below 75%, Frustration Level.
The sole purpose for administering the Spelling Graded Word Lists is to provide an estimate of the more comprehensive Informal Spelling Inventory level on which to begin testing. You could begin administering the Informal Spelling Inventories at the first-grade level with all students, but this would not be an efficient or expedient method of determining a student’s spelling instructional level in the district curriculum. For students functioning at a low level, you may prefer to skip administering the Spelling Graded Word Lists and begin testing with the first-grade level of the Informal Spelling Inventory.
Graded Spelling Word Lists
You need to administer the Spelling Graded Word Lists first, beginning with the first-grade list— regardless of the student’s assigned grade level—and continuing until the student scores Frustration Level (below 75%) on two levels (if possible). Also, determine the student’s Independent Level and Instructional Level on the Spelling Graded Word Lists. Remember that the reason for administering the Spelling Graded Word Lists first is to estimate which level of the Informal Spelling Inventory to administer. The Spelling Graded Word Lists do not all have to be administered on the same day or testing period.
Case Example: Jerry
Let’s look at the spelling assessment of a student we’ll call Jerry. He was administered the Spelling Graded Word Lists with the following results: first grade—100%, second grade— 100%, third grade—90%, fourth grade—80%, fifth grade—70%, and sixth grade—50%. According to the previously indicated criteria, Jerry’s levels are as follows:
– His Independent Reading Level would be third grade (the highest grade level at which he scored at least 90% accuracy).
– His Instructional Level is fourth grade (the highest grade level at which he scored 75%-89%).
– His Frustration Level is fifth grade and above (scores below 75%).
These scores provide a rough estimate of Jerry’s spelling functioning levels.
You should begin administering the Informal Spelling Inventories at the student’s Independent reading level on the Spelling Graded Word Lists. For example, Jerry’s estimated Independent Level is the third-grade level, so his Informal Spelling Inventory test administration should begin at the third-grade level. His teacher will use the results of the ISI in planning Jerry’s IEP, the level of the district spelling basal to use in instruction, and some of the specific spelling skills remediation that Jerry needs.
You should administer sequential levels of the Informal Spelling Inventory until the student reaches Frustration Level. The grade level at which the student scores Instructional Level should be the grade level at which the student should be placed in the district spelling basal for instruction.
Jerry’s teacher administered the Informal Spelling Inventories beginning at the third-grade level. The results of his ISI testing using previously discussed spelling criteria are as follows:
– Third grade—90% (Independent Level).
– Fourth grade—85% (Instructional Level).
– Fifth grade—65% (Frustration Level).
Thus, Jerry’s teacher should use the fourth-grade district spelling basal in initial planning of Jerry’s spelling instruction. An item analysis of the words missed on the various levels of the ISIs administered will indicate some of the individual spelling skills that he needs help on. The Informal Spelling Inventories, then, provided an estimate of the specific district basal level in which to provide student instruction. Because the ISIs are also estimates of student functioning for programming, sometimes you will find that the student cannot progress successfully in the basal level estimated and will need to drop back a level for instruction.
Monitoring Progress
Frequent progress monitoring is another aspect of curriculum-based assessment. In spelling, the frequent progress monitoring usually concerns student progress on the weekly dictated spelling tests in the district spelling basal. You should also monitor a student’s progress on specific spelling-skills exercises, on spelling in extemporaneous written assignments, and on proofing spelling in their work (recognizing correct and incorrect spelling). Monitoring spelling from many aspects will provide you with information about student maintenance and generalization of spelling skills. It is relatively simple to monitor a student’s progress on the weekly basal spelling test that focuses on specific spelling skills. Many teachers have their students assist with the monitoring. The easiest method is to prepare a bar graph that includes each spelling Unit. You can prepare a table with a grid to record percentage accuracy and a line on which to indicate each spelling unit and spelling skills.
One way for students to help monitor is to record the Monday pretest score in one color, and the Friday test score in a second color. For example, if the student scored 50% on Unit l on Monday, she would color in the boxes adjacent to Unit l up to the 50% line in one color (i.e., red). On Friday if the student scored 90% on the spelling test, she would begin at the 50% line and color in a second color (i.e., blue) to the 90% line.
An alternative monitoring method for the weekly dictated spelling test would be to indicate scores by a colored dot, with red for first test administration and blue for the second test administration. Progress monitoring of spelling abilities in daily work, spelling exercises, proofing, and so forth can be accomplished on similar grids with one or more lessons evaluated weekly. A good practice is to periodically save examples of student work to document each of the skills.
Final Thoughts
Spelling CBAs using the CRT model provide teachers with grade-level specific and skill-specific information regarding student instruction in the district spelling basal series. The spelling CBAs (Spelling Graded Word Lists, ISIs) described here were designed primarily to provide the teacher information on where to begin instruction in the district spelling curriculum. The Spelling Lessons Method of preparing ISIs is teacher friendly in terms of expenditure of time to create and to administer. Monitoring student progress in spelling should involve collecting data on student performance from a variety of sources.
Megan Wilson is a teacher, life strategist, successful entrepreneur, inspirational keynote speaker and founder of https://Ebookscheaper.com. Megan champions a radical rethink of our school systems; she calls on educators to teach both intuition and logic to cultivate creativity and create bold thinkers.