1. 1 Introducing the Basic Achievement Skills Inventory (BASI ™)

2. 2 Collect Information for each student Administer Assessment battery Summarize Results Teach Skills Evaluate Progress The BASI Philosophy: From Assessment to Instruction to Learning

3. 3 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.

4. 4 The BASI-Survey (BASI-S) AGES 8 to 80 The BASI™ series includes The BASI-Comprehensive (BASI-C) Grades 3-12 and adults

5. 5 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.

6. 6 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

7. 7 BASIC ACHIEVEMENT SKILLS INVENTORY-COMPREHENSIVE

8. 8 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

9. 9 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).

10. 10 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)

11. 11 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

12. 12 Overview of the BASI Subtests

13. 13 READING Vocabulary Reading Comprehension Vocabulary Phonological Awareness Letter/Word Recognition Word Decoding Rapid/Fluency-Semantic and Phonological

14. 14 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 Comprehension Measures 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

15. 15 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

16. 16 Math Math 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

17. 17 BASI Development Item development Standardization sample Psychometric properties –Reliability –Validity

18. 18 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.

19. 19 BASI-C Standardization 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)

20. 20 BASI- Comprehensive Psychometric Properties RELIABILITY EVIDENCE Internal consistency Test-Retest stability coefficients Alternate Forms coefficients

21. 21 BASI- Comprehensive Psychometric Properties VALIDITY EVIDENCE--- QUALITY OF INFERENCES. Content Relationship to: –group achievement tests –individually administered tests Performance of: –Special education students –Bilingual students

22. 22 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.

23. 23 Content Validity- Why bother?

24. 24 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.

25. 25 BASI™-Content validity Learning Objectives by Level VOCABULARY Learning Objective Level 1Level 2Level 3Level 4 Meaning, content, idioms XXX Similar words, synonyms, antonyms XXXX Prefixes, suffixes, roots XXXX Verbal analogies XXX

26. 26 BASI™-Content validity Learning Objectives by Level SPELLING Learning Objective Level 1 Level 2 Level 3 Level 4 Prefixes and suffixes XXXX Commonly misspelled words XXXX Spelling rules XXXX

27. 27 BASI™-Content validity Learning Objectives by Level LANGUAGE MECHANICS Learning Objective Level 1 Level 2 Level 3 Level 4 Grammar Nouns, pronouns, articles XXXX Subject/verb agreement XXXX Adjectives, adverbs XXXx Double negatives XX Syntax Capitalization XX Internal punctuation XXXX External punctuation X

28. 28 BASI™-Content validity Learning Objectives by Level READING COMPREHENSION Learning Objective Level 1Level 2Level 3Level 4 Literal Comprehension Plot, main idea, topic sentenceXXX Order of events, steps in processXX Relevant detailsXX Written directionsXX Inferential Comprehension Theme, plot elementsXXXX Cause, effectXXXX Compare, contrastXX Probable outcomeXX Inferences, conclusionsXXXX Purpose, technique, toneXXX Fact, opinion, persuasion, biasXXX Figurative languageXX SettingXX

29. 29 BASI™-Content validity Learning Objectives by Level MATH COMPUTATION Learning ObjectiveLevel 1Level 2Level 3Level 4 Whole numbersXXXX FractionsXXXX Decimals, order of operations, percents XXXX Integers, absolute valueXXX AlgebraXXX

30. 30 BASI™-Content validity Learning Objectives by Level MATH APPLICATION Learning ObjectiveLevel 1Level 2Level 3Level 4 Whole numbers, moneyXXX Fractions, proportionsXXX Decimals, percentsXXX Word problemsX MeasurementXXX Algebra, graphs, tablesX AlgebraXXX Statistics, probabilityXXX GeometryXX Word problems, exponents X

31. 31 Norm-referenced scores Criterion-referenced information Individual student report sample

32. 32 Standard scores have a mean of 100 and a SD of 15 to facilitate comparison with individually-administered achievement tests and IQ tests.

33. 33 Interpretive text highlights scores to briefly explain their meaning.

34. 34 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.

35. 35 However, if the test is timed, but administered with special accommodations, a disclaimer appears but so do all the standard scores.

36. 36 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.

37. 37 Q. Why bother studying test content? –Most essential feature in an achievement test –Linking assessment to intervention

38. 38 Individual Achievement Tests K 12th BASI- C Extensive Content coverage BASI-Grades 3-4 BASI-Grades 5-6 BASI-Grades 7-8 BASI-Grades 9-12 40 items 30 items 30 items 30 items

39. 39 Concurrent validity Relationship to: –individually administered tests WIAT-II WJ-III –group achievement tests ITBS TABE BASI SURVEY

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42. 42 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

43. 43 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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46. 46 BASI Comprehensive USE and INTERPRETATION steps within the RtI framework

47. 47 Aug/Sept Form A Instruction Universal/Targeted Dec/Jan Form A Form B Instruction Universal/Targeted Instruction Universal/Targeted May/June Form B State Exams

48. 48 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

49. 49 BASI™ Comprehensive reports Student Summary Single page report for –the student & teacher –Standard score –Criterion Referenced infor. Parent’s report –Optional and Free

50. 50 Interpretation and inferences with data with procedures commonly used –Identification of statistically significant differences –Comparisons with other tests

51. 51 BASI Interpretation

52. 52 BASI Interpretation

53. 53 BASI Interpretation

54. 54 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

55. 55 NCLB/IDEA reporting NCLB Subgroup Reporting Requirements Economically disadvantaged students Students with disabilities (served under IDEA) Students with limited English proficiency Students from major racial/ethnic groups IDEIA 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

56. 56 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