Skip to Main Content
It looks like you're using Internet Explorer 11 or older. This website works best with modern browsers such as the latest versions of Chrome, Firefox, Safari, and Edge. If you continue with this browser, you may see unexpected results.
| University Libraries
See Updates and FAQs for the latest library services updates.

Educational Tests & Measurements

Use this guide to identify and locate educational tests and measurements.

Mason Owned Tests

The Mason Libraries own a very limited number of test instruments.  They include the following.  The tests are located in the Gateway Library on permanent reserve. The tests may be checked out for two hours for use in the Gateway Library. They are described below.

  1. WIDA (also called ACCESS for ELLs and W-APT) - Funded by a grant, WIDA developed the 2004 WIDA English Language Proficiency Standards, which served as the basis for the ACCESS for ELLs test of English Language Proficiency.
  2. Developmental Reading Assessment (DRA) - developed in 1986 and revised in 2000 and in 2003.  It is traditionally administered on an annual or semi-annual basis. The test measures nine categories of reading behavior and six types of errors

Wida

The WIDA (World-class Instructional Design and Assessment) was originally created by Wisconsin, Delaware, and Arkansas as part of an EAG grant (Enhanced Assessment Grant) in 2002.  The WIDA is actually three different tests:

  1. WIDA Model
  2. Access for ELLs
  3. W-APT

The Mason's Libraries have the WIDA Model.  It is kept on permanent reserve for use in the Fenwick Library at the information desk.

Similarities Across WIDA Assessments (This table describes how the tests are the same and differences).

Assessment Domains All four: Listening, Speaking, Reading, and Writing
Standards Addressed All five: Social and Instructional, Language Arts, Mathematics, Science, and Social Studies
Format of Kindergarten Test Individually administered and adaptive
Format of Speaking Test Individually administered and adaptive
Format of Listening and Reading Test Multiple choice
Format of Writing Test Constructed response
Item and Task Organization Grouped according to theme
Test Results Yield proficiency level scores of 1-6 on the WIDA scale (except for Kindergarten W-APT which results in scores of low, mid, high, or exceptional proficiency)

Differences among WIDA MODEL, ACCESS for ELLs, and W-APT

  ACCESS for ELLs W-APT WIDA MODEL
Purpose Annual assessment used to meet accountability requirements of No Child Left Behind for U.S. Consortium members (not available outside the U.S.) Identification of ELLs and program placement; typically administered only to new students - Placement and/or interim assessment of ELP progress
- May be used as annual assessment of ELP progress outside of U.S.
Administration Time Approximately 2.5 hours (up to 45 minutes for Kindergarten) Up to 1 hour (depending on proficiency level of student) Approximately 1.5 hours (up to 45 minutes for Kindergarten)
Proficiency level (PL) coverage

Kindergarten: adaptive form measuring levels 1 through 5+

Grade 1-12: Three tiers, each covering 3 levels

Single form measuring English language proficiency levels 1 through 5+

Kindergarten: adaptive form measuring levels 1 through 5+

Grades 1-12: Listening and Reading tests are divided into Low, Mid, and High. Test administrator determines placement based on student performance in prior sections.

Level of Security Secure, administered during annual test window for state Stored on-site under lock and key; may be administered at any time Stored on-site under lock and key; may be administered at any time
Administration procedures Kindergarten and Speaking Individually administered
Listening, Reading, Writing group-administered by tier within grade-level cluster
All individually administered Kindergarten, Grades 1-2, Speaking, and Listening individually administered
Grades 3-12 allow small group administration (up to 5 students) within grade-level cluster for Reading and Writing
Scoring Speaking scored by administrator
Listening and Reading machine-scored; Writing scored by trained rater at MetriTech, Inc.
All domains scored by administrator on provided scoring sheets All domains scored by administrator on provided scoring sheets
Reporting Reports from MetriTech, Inc Locally determined & managed Locally determined & managed
 
Speaking Three parts, 13 tasks total = up to 15 minutes Two parts, 8 tasks total = up to 10 minutes Two parts, 8 tasks total = up to 10 minutes
Listening 25 minutes up to 20 minutes up to 20 minutes
Reading 35 minutes up to 30 minutes up to 25 minutes
Writing 60 minutes 15 minutes up to 30 minutes

Developmental Reading Assessment (DRA)

The Developmental Reading Assessment (DRA) was developed in 1986 and revised in 2000 and in 2003.  It is traditionally administered on an annual or semi-annual basis. The test measures nine categories of reading behavior and six types of errors.

The DRA comes in two formats: 

  1. DRA 2 + Comprehensive Package - The version the library owns.  It house kept on permanent reserve at the Fenwick Library
  2. DRA 2 + App for Ipad with Print kit for app.

The table on the following tabs outlines the assessment process with the ultimate goal of identifying a student's strengths, abilities and needs.

The table below outlines the assessment process with the ultimate goal of identifying a student's strengths, abilities and needs.

Emergent (Level A-3) - Kindergarten Easy (Level 4-12) - Grade 1
Step 1: Reading engagement
Oral Response
  • Literacy support
  • Favorite book
  • Book handling skills
Step 1: Reading engagement
Oral Response
  • Book selection
  • Sustained reading
Step 2: Reading conference

Oral Reading

  • Monitoring/self-corrections
  • Use of cues
  • Accuracy
  • Printed language concepts
Step 2: Reading conference
Oral Reading
  • Phrasing
  • Monitoring/self-correction
  • Problem solving words
  • Accuracy
Step 3: Reading comprehension
N/A
Step 3: Reading comprehension
Oral Response
  • Previewing
  • Retelling a sequence of events
  • Retelling character details
  • Retelling vocabulary
  • Retelling teacher support
  • Reflection
  • Making connections
Step 4: Teacher analysis
Determines reading level and instructional needs
Step 4: Teacher analysis
Determines reading level and instructional needs

Transitional (Levels 14-24) - Grade 1-2

  Extending (Levels 28-38) - Grade 2-3
Step 1: Reading engagement
Oral Response
  • Book selection
  • Sustained reading
Step 1: Reading engagement
Oral Response
  • Book selection
  • Sustained reading
Step 2: Reading conference

Timed Oral Reading

  • Expression
  • Phrasing
  • Fluency rate
  • Accuracy rate
Step 2: Reading conference
Oral Reading
  • Phrasing
  • Monitoring/self-correction
  • Problem solving words
  • Accuracy

Step 3: Reading comprehension
Oral Response

Fiction

  • Predicting/previewing
  • Retelling a sequence of events
  • Retelling character details
  • Retelling vocabulary
  • Retelling teacher support
  • Reflection
  • Making connections

Nonfiction

  • Key ideas and facts
  • Details
  • Vocabulary
  • Teacher support
  • Using nonfiction text features
  • Making connections
  • Using nonfiction text features
Step 3: Reading comprehension
Oral/Written Response

Fiction

  • Use of text features
  • prediction
  • Scaffolded summary
  • Scaffolded summary vocabulary
  • Literal comprehension
  • Interpretation
  • Reflection

Nonfiction

  • Prediction
  • Nonfiction text features
  • Scaffolded summary
  • Scaffolded summary vocabulary
  • Literal comprehension
  • Interpretation
  • Reflection
Step 4: Teacher analysis
Determines reading level and instructional needs
Step 4: Teacher analysis
Determines reading level and instructional needs

 

Intermediate/Middle School (Levels 40-80) Grades 4-8

Step 1: Reading engagement

Written Response

  • Wide reading
  • Self-assessment & goal setting

Step 2: Reading conference

Timed Oral Reading

  • Expression
  • Phrasing
  • Oral reading rate
  • Accuracy rate
Step 3: Reading comprehension

Oral /Written Response

Fiction & Nonfiction  

  • Questioning/prediction
  • Summary
  • Literal comprehension/notetaking
  • Interpretation
  • Reflection
  • Metacognitive awareness
Step 4: Teacher analysis
Determines reading level and instructional needs