Assessment in RTI: What Teachers and Specialists Need to Know

This article describes the role of language and literacy assessment in Response to Intervention, the assessment requirements and intent of RTI legislation, and the assessment principle in the International Reading Association's guiding principles on RTI. It outlines the multiple purposes of ass...

Full description

Saved in:
Bibliographic Details
Published in:The Reading teacher 2011-03, Vol.64 (6), p.466-469
Main Authors: Wixson, Karen K., Valencia, Sheila W.
Format: Article
Language:English
Subjects:
Academic learning
Achievement tests
adolescence
Analysis
assessment
At Risk Students
Benchmarking
childhood
early adolescence
early childhood
Educational Assessment
Educational evaluation
Formative Evaluation
Health care outcome assessment
Individualized Instruction
Individuals with Disabilities Education Act
International languages
Intervention
Language Role
Language teaching methods
Learning disabilities
Literacy
Literacy Assessment
Methods
People with disabilities
policy
Principles
Progress Monitoring
Reading instruction
Reading teachers
Response to Intervention
Response to intervention (Education)
RESPONSE TO INTERVENTION (RTI) IN READING
Schools
Screening Tests
Special education
Standardized Tests
struggling
Student Evaluation
Student evaluation of teacher performance
Student Needs
Teachers
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This article describes the role of language and literacy assessment in Response to Intervention, the assessment requirements and intent of RTI legislation, and the assessment principle in the International Reading Association's guiding principles on RTI. It outlines the multiple purposes of assessment required for a coherent RTI system, including screening, diagnostics, formative progress monitoring, benchmark progress monitoring, and summative outcome assessment. Building on this framework, the article then presents types of knowledge and skills teachers and specialists need in order to use assessments and their results effectively in an RTI approach to preventing language and literacy problems.
ISSN:0034-0561
1936-2714
DOI:10.1598/RT.64.6.13