1 Introducing the Basic Achievement Skills Inventory (BASI ™)
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Transcript of 1 Introducing the Basic Achievement Skills Inventory (BASI ™)
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Introducing the Basic Achievement Skills Inventory (BASI
™)
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Collect Information for each student
AdministerAssessment
battery
Summarize Results
Teach Skills
Evaluate Progress
The BASI Philosophy: From Assessment to Instruction to
Learning
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Introducing the BASI™
The BASI™ (Basic Achievement Skills Inventory)
assessments are a series of versatile, multi-level,
norm-referenced achievement tests that help
measure math, reading and language skills for
children and adults. The tests also yield criterion-
referenced information.
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• The BASI-Survey (BASI-S) • AGES 8 to 80
The BASI™ series includes
• The BASI-Comprehensive (BASI-C) • Grades 3-12 and adults
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BASI-Survey
• For a detailed description of the BASI-Survey, along with sample reports please open the folder labeled BASI-Survey included on the CD-ROM.
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Measures in-depth academic skills – For students in grades 3-12 – To determine academic strengths– To pinpoint specific learning difficulties– To measure student progress (Form A & B)
BASI™ Comprehensive (BASI-C)
Level 1 3rd- 4th Grade
Level 2 5th- 6th Grade
Level 3 7th- 8th Grade
Level 4 9th-12th Grade
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BASIC ACHIEVEMENT SKILLS INVENTORY-COMPREHENSIVE
BASI-C
Reading Total
VocabularyReading
Comprehension
Written Language
SpellingLanguage
Mechanics
Math
Math Computation
Math Application
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BASI-Comprehensive
• Reading Total• Vocabulary (10 minutes)• Reading Comprehension (30 minutes)
• Written Language Total– Spelling (10 minutes)– Language Mechanics (10 minutes)
• Math Total – Math Computation (20 minutes)– Math Application (30 minutes)
Administration time
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Administration and scoring options
• BASI™ C administration options• Computerized with the Q Local™software• Paper & pencil
• Scoring options• Computer scoring with the Q Local™software
– Immediately upon administration– Immediately with an attached scanner (using scannable
answer sheets)
• Mail in scoring service (using scannable answer sheets)
• Hand-scoring with carbon-less answer sheets
(requires manual for look-up tables-use when a quick estimate of standard scores only is desired or is sufficient).
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BASI-C Features
• Sensitive to Testing Time (less than 2 hrs)
• Variety of Administration and Scoring Options
• Recent Standardization Sample
• Easy to Understand and compare scores
• Comprehensive Content
• Less cost in terms of resources (personnel time)
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Uses and goals
• Determining Academic Strengths and Weaknesses– Normative– Learning objectives level
• Progress Monitoring (Forms A & B)• Special Education
– Low floor– Screening– IEP– Transition planning
• Screening and Evaluation of Gifted Students– Good ceiling
• ESL students• Career Counseling
– College planning– Correctional settings
• Supplemental education Services• Research and Program Evaluation
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Overview of the BASI Subtests
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READING
• Vocabulary• Reading Comprehension
Reading Comprehension
Vocabulary• Phonological Awareness • Letter/Word Recognition• Word Decoding• Rapid/Fluency-Semantic
and Phonological
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READING
Vocabulary Measures skills in
• recognizing the meaning of words presented in isolation or out of context• identifying meanings of words within the context of a sentence• recognizing synonyms and antonyms• solving verbal analogies
Reading ComprehensionMeasures Skills in
Literal and Inferential comprehension
• Consists of passages that a student must read followed by questions relating to:– the passage’s main idea– sequence of events– details about the setting– cause and effect
relationships– predicting outcomes– drawing conclusions
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WRITTEN LANGUAGE
Spelling • Measures students’ skills in recognizing correctly spelled
and misspelled words• Each list of words per test level includes
– sight words– commonly misspelled words– words with affixes
Language Mechanics• Measures students’ knowledge of various grammar and
syntax rules• Subtest items measure knowledge of skills such as:
– capitalization– punctuation– verb forms– tense agreement
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MathMath Computation • Measures
knowledge of the four basic operations dealing with whole numbers, fractions, and decimals as well as the simplification of numerical expressions and algebraic equations
Math Application • Solving
mathematical problems using all basic operations:– to read and
interpret data presented visually in graphs or tables,
– to solve problems relevant to measurement principles as they relate to length, weight, volume, perimeter, and money
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BASI Development
• Item development• Standardization sample• Psychometric properties
– Reliability– Validity
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Item Development
• Creation of the test blue print or test specification matrix – National standards
• Item writing and review– Individuals with expertise in respective subject
areas.– Teaching experience at various grade levels– Formal item writing training and supervision.
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BASI-CStandardization sample
• 2000 Census (normed on over 4000 students• Form A- Fall 2002• Form B- Spring 2003 • Stratification variables
– Gender– Race/ ethnicity– Socioeconomic level (Parental education)– Region
• No adult norms (only criterion-referenced scores)
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BASI- ComprehensivePsychometric Properties
RELIABILITY EVIDENCE• Internal consistency• Test-Retest stability coefficients • Alternate Forms coefficients
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BASI- ComprehensivePsychometric Properties
VALIDITY EVIDENCE--- QUALITY OF INFERENCES.
• Content • Relationship to:
– group achievement tests– individually administered tests
• Performance of:– Special education students– Bilingual students
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Content validity
• The most important evidence for an achievement test.
• Must be comprehensive – Sensitive to grade levels it assesses – Allow normative and criterion reference
information that will guide further assessments for progress monitoring of targeted interventions.
– Have alternate forms to allow follow up assessments.
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Content Validity- Why bother?
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Content validity
• National standards• Item writers with expertise in respective
subject areas.• Numerous cycles of item reviews• Documentation and detail reporting of
what was included• Content matching analysis with other
tests.
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BASI™-Content validity
Learning Objectives by Level
VOCABULARY
Learning Objective Level 1 Level 2 Level 3 Level 4
Meaning, content, idioms X X X
Similar words, synonyms, antonyms
X X X X
Prefixes, suffixes, roots X X X X
Verbal analogies X X X
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BASI™-Content validity
Learning Objectives by Level
SPELLING
Learning Objective Level 1
Level 2
Level 3
Level 4
Prefixes and suffixes X X X X
Commonly misspelled words X X X X
Spelling rules X X X X
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BASI™-Content validity Learning Objectives by Level
LANGUAGE MECHANICS
Learning Objective Level 1
Level 2
Level 3
Level 4
Grammar
Nouns, pronouns, articles X X X X Subject/verb agreement X X X X Adjectives, adverbs X X X x Double negatives X XSyntax
Capitalization X X Internal punctuation X X X X External punctuation X
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BASI™-Content validity
Learning Objectives by Level READING COMPREHENSION
Learning Objective Level 1 Level 2 Level 3 Level 4
Literal Comprehension Plot, main idea, topic sentence X X X
Order of events, steps in process X X
Relevant details X X
Written directions X X
Inferential Comprehension Theme, plot elements X X X X
Cause, effect X X X X
Compare, contrast X X
Probable outcome X X
Inferences, conclusions X X X X
Purpose, technique, tone X X X
Fact, opinion, persuasion, bias X X X
Figurative language X X
Setting X X
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BASI™-Content validity
Learning Objectives by Level
MATH COMPUTATION
Learning Objective Level 1 Level 2 Level 3 Level 4
Whole numbers X X X X
Fractions X X X X
Decimals, order of operations, percents
X X X X
Integers, absolute value X X X
Algebra X X X
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BASI™-Content validity
Learning Objectives by Level MATH APPLICATION
Learning Objective Level 1 Level 2 Level 3 Level 4
Whole numbers, money X X X
Fractions, proportions X X X
Decimals, percents X X X
Word problems X
Measurement X X X
Algebra, graphs, tables X
Algebra X X X
Statistics, probability X X X
Geometry X X
Word problems, exponents
X
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Norm-referenced scores
Criterion-referenced information
Individual student report sample
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Standard scores have a mean of 100 and a SD of 15 to facilitate comparison with individually-
administered achievement tests and IQ tests.
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Interpretive text
highlights scores to
briefly explain
their meaning.
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Notice what happens to the report when the
test is administered
untimed.
A disclaimer appears at the
top of the report, and all the standard
scores are grayed-out.
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However, if the test is timed,
but administered with special
accommodations, a disclaimer appears but so
do all the standard scores.
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An optional, free Parent’s Report is included with the Student Summary
Report.
This report simply illustrates the percentile score and labels the
performance, and allows space for the examiner’s written comments.
A lengthier narrative explains the scores.
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Q. Why bother studying test content?
– Most essential feature in an achievement test– Linking assessment to intervention
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Ind
ivid
ual
A
chie
vem
ent
Test
s K
12th
BASI- C Extensive Content coverage
BA
SI-
Gra
des
3-4
BA
SI-
Gra
des
5-6
BA
SI-
Gra
des
7-8
BA
SI-
Gra
des
9-1
2
40 items
30 items
30
items30 items
30 items
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Concurrent validity
• Relationship to: – individually administered tests
• WIAT-II• WJ-III
– group achievement tests• ITBS• TABE• BASI SURVEY
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• Individually-administered achievement tests• Woodcock Johnson III (WJ-III)• WIAT-II• WRAT-3
• Good tests, but the BASI™• covers as many or more learning standards and with more
items • correlates highly with these tests• doesn’t require one-on-one administration and therefore more
cost-effective and convenient• is just as reliable and valid (if not more valid due to in depth
content coverage)
BASI™ and other tests
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• Off-the-shelf standardized achievement tests• Iowa Test of Basic Skills (ITBS)• Stanford 10 (SAT10)• California Achievement Test, fifth edition (CAT/5)
• Good tests, but the BASI™• is administered in about half the time • has a higher ceiling than the ITBS• is just as valid and reliable• does not require a locator test • collects NCLB demographics for AYP• is a better value (no hidden costs, free Parent’s Report)• can be administered on-screen and scored locally
BASI™ and other tests
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BASI Comprehensive
USE and INTERPRETATION steps within the RtI framework
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Aug/Sept
Form A
InstructionUniversal/Targeted
Dec/Jan
Form A
Form B
InstructionUniversal/Targeted
InstructionUniversal/Targeted
May/June
Form B
State Exams
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Steps • Administer the BASI Form A as early in the year as
possible.• Use the paper or Q-Local administration• Print the individual student reports• Review each student’s performance
– Identify areas in need of… (remediation, enhancement)– Inform the student and parents– Inform other stakeholders (principal, others)
• Create classroom reports– Export the Q-Local data
• Consider intervention or remediation plans– Individual students– Classroom
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BASI™ Comprehensive reports
• Student Summary• Single page report for
– the student & teacher– Standard score– Criterion Referenced
infor.• Parent’s report
– Optional and Free
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Interpretation and inferences
• with data• with procedures commonly used
– Identification of statistically significant differences
– Comparisons with other tests
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BASI Interpretation
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BASI Interpretation
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BASI Interpretation
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Classroom reports
• 1. Export assessment data from Q-Local• 2. Import to a data base • 3. Generate classroom or building reports
– SPSS– Microsoft Access– Microsoft Excel
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NCLB/IDEA reporting
NCLB Subgroup Reporting RequirementsEconomically disadvantaged students
• Students with disabilities (served under IDEA)• Students with limited English proficiency• Students from major racial/ethnic groupsIDEIA 2004• Initial evaluations (administer BASI individually or in
small groups) • Monitor student progress (Form A & B)• Annual and triennial evaluations• New transfers to building or school• Student transition to workplace or college
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WHY the BASI ?
• Ease of administration and scoring• Content coverage• Easy to understand scores• Sensitive reports that link assessment to
intervention• Can assist with NCLB and IDEIA decisions