Sidebar

The data and comments presented here are from the teacher particapants of our Consequential Validity Study, a longitudinal study in each of the 2017-18 and 2018-19 school years, with four waves of assessments during each year.

After each assessment wave, participating teachers responded to brief surveys with questions about their opinions about traditional oral reading fluency (ORF) assessments, the CORE system, the assessment environment, or the study itself. Survey items were different across the four waves, and the 2018-19 surveys were mostly repeats of the 2017-18 survey.

Traditional ORF Assessment

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Do you administer all the traditional ORF one-to-one ORF benchmark assessments to students in your classroom?

Do you administer all the traditional ORF one-to-one ORF progress monitoring assessments to students in your classroom?

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Does traditional one-to-one ORF administration take too much time?

wave2_q10 comments

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Are ORF scores valuable for your teaching?

wave2_q2 comments

CORE Testing Procedures

Did you have your students read in small groups, or was the entire class tested at the same time?

How comfortable were your students with the assessment process (i.e., accessing the site, navigating the process, reading aloud with headsets, etc.)?

Comments

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Looking ahead, would you prefer traditional one-to-one ORF assessments or the CORE system as an alternative?

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CORE vs. Traditional ORF

ORF Imrpovements/Barriers

General Comments