Education Testing: ITBS vs. DIBELS
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The paper relates that with the implementation of the No Child Left Behind (NCLB) Act, there has been a greater need for assessment and measurement through more screening, diagnostic testing and progress monitoring. The paper focuses on two tests used, the Iowa Test of Basic Skills (ITBS) which has been utilized as an outcome assessment for decades and spans across grade levels kindergarten to eighth grade (K-8), and the Dynamic Indicators of Basic Literary Skills (DIBELS) that is more of a screening assessment that identifies children that much earlier who are having difficulty acquiring basic literary skills. The paper compares both assessments and argues that to say that one test should be abolished in favor of another is short-sighted. The paper contends that both assessments have a place in curriculum building and can work well with one another to achieve a better integration of testing to fit under the umbrella of the NCLB Act.
The paper includes two tables.
The paper includes two tables.
From the Paper:"Education theory has exploded in the past decades as more and more strides are made in terms of the variability of classroom students. Not all children learn the same and indeed the old practice of repetition and rote memorization has been tweaked considerably. Part of this culture of change is the use of more testing. Testing, in its most basic incarnation exists as a measure of performance held against teaching plans and lessons. With the implementation of No Child Left Behind (NCLB), measuring success become more of an involved prospect. The standardized testing for accountability includes both math and reading. Each school grade requires teachers to reach certain benchmarks while being monitored through Annual Yearly Progress (AYP) putting both the educators and students under microscopic scrutiny (Kurbiszyn, T. & Borich G. 2007).
"Testing has subsequently become multifaceted, encompassing assessment and measurement through more screening, diagnostic testing, and progress monitoring. While the integration of measurement implication and requirements continues to be a source of contentious discussion, there is no question that a variety of assessments are part of educational life for the foreseeable future. For elementary school children, the NCLB requires a Reading First Component (RFC) which stresses vocabulary. This focus had previously been pushed to the backburner (Pearson, P.D. et al 2007)."
Sample of Sources Used:
- Kaminski, R.A. & Good III, R.H. (2007). Position Paper on the Use of DIBELS for System-Wide Accountability Decisions. Dynamic Measurement Group, 1-2.
- Kubiszyn, T. & Borich, G., (2007). Educational Testing and Measurement: Classroom Application and Practice. Preface.
- Neal, D. & Schazenbach, D.W. (2010). Left Behind by Design: Proficiency Counts and Test-Based Accountability. The Review of Economics and Statistics, 92(2), 263-283.
- Pearson, P.D. et al., (2007). Vocabulary Assessment: What We Know and What We Need to Learn. Reading Research Quarterly, 42(2), 282-296.
- Riedel, B.W., (2007). The Relation between DIBELS, Reading Comprehension, and Vocabulary in Urban First Grade Students. Reading Research Quarterly, 42(4), 546-567.
Cite this Persuasive Essay:
Education Testing: ITBS vs. DIBELS (2013, April 18) Retrieved October 18, 2019, from https://www.academon.com/persuasive-essay/education-testing-itbs-vs-dibels-152691/
"Education Testing: ITBS vs. DIBELS" 18 April 2013. Web. 18 October. 2019. <https://www.academon.com/persuasive-essay/education-testing-itbs-vs-dibels-152691/>