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OHIO DIAGNOSTIC ASSESSMENTS



Goal of Assessments

To serve as tools to assess the strengths and weaknesses of students in order to inform instructional decisions. These tools are designed to help Ohio administrators, teachers, and students to reach 2 goals:

Resource: http://www.ode.state.oh.us/proficiency/diagnostic_achievement/Diagnostics_PDFs/Diagnostic_Guidelines_9-05.pdf


Components

#Short Screening Measure- 6-8 item assessment- can be used to determine whether students are on track to meet end-of-year requirements
#Screening Measure- Analyzes fundamental concepts and skills. Can identify students who may be at risk or need intervention to stay on grade level.
#Diagnostic Measure- In-depth assessment of students' strengths and weaknesses in meeting the standards.
#Observation Measure- Provides curriculum-embedded assessment strategies to document student progress. Involves collecting work samples as a means for monitoring a student's progress and needs.


Administration requirements

  • Kindergarten- must be administered to all transfer students. No annual requirement to use the kindergarten diagnostic assessments with all kindergarten students.

  • Grades 1 and 2- ALL students must be administered a diagnostic in reading, writing, and mathematics annually (at least)

  • Grade 3- Only schools in "school improvement" status must administer a grade 3 writing diagnostic to all 3rd grade students.



"On Track" Standards

Kindergarten:
  • name the letters of the alphabet

  • can provide most of the common sounds of letters

  • can write some of the consonant letters

  • usually can provide rhyming words

  • can provide the number of syllables in a word

  • can blend sounds into words

  • firm knowledge of print concepts

  • can typically answer literal questions about a story or retell most events in a story that is read to them


First Grade:
  • can identify the beginning and ending sounds in words

  • can typically add, delete or change letters in words to make new words

  • have a grade-level sight-word vocabulary

  • can write the letters of most of the consonants and vowels that correspond to the sounds that they hear in words

  • can identify most grade-level words with similar or opposite meanings

  • can demonstrate their comprehension of a text read to them by answering most of the questions about the ideas in the text

  • can retell most of the main events in a story that they have read

  • can orally read grade-appropriate text, using fluid and automatic decoding skills with some sense of expression

  • often apply the rules of syntax and punctuation


Second Grade:
  • can identify ending and medial sounds in words

  • can blend sounds into words

  • can segment many words into sounds

  • can identify the meanings of words that contain affixes as well as the antonyms and synonyms of grade-level words

  • can typically demonstrate their comprehension of texts they have read by answering most questions about the ideas in the texts or orally retelling the main events in a story

  • can read orally in phrases with a high degree of accuracy and with some expression

  • often apply the rules of syntax and punctuation as they read.



Resources

  • http://www.ode.state.oh.us/proficiency/Diagnostic_Achievement/diagnostic_default.asp