Audit+of+Literacy+Assessment

||  ** A ge Group**  ||  **Test Focus**  ||  **Other Information** || _ Australian Council for Education Research Middle Primary Upper Primary || Assist teachers to assess student language abilities in English || · evaluation of student literacy enables teachers to teach effectively to the needs of the students · covers reading, writing, listening and viewing
 *  **Name of the Test and Provider**
 * **Developmental Assessment Resources for Teachers (DART )**
 * (Summative) ** ||

|| -Australian Council for Educational Research
 * Progressive Achievement Tests in Reading**
 * (PAT-R )**
 * (PAT-R )**

(**Summative)** ||

Years 3 - 9 || Tests are designed to assess reading, comprehension and word knowledge || · tests allow educators to monitor progress over time and to help teachers to set goals and to program · comprehension section takes 40 minutes and vocabulary section takes 25 minutes · achievement reported against scales and related to Australian norms ||
 * **Progressive Achievement Tests in Reading (PAT-R 4 )**
 * - ** Australian council for educational research

(**Diagnostic)** || Years Prep - 10 || Test used to measure and track student achievement in reading comprehension, word knowledge and spelling || · test provides teachers with objective information for setting realistic learning goals · tracks students’ literacy progress · identifies students who need additional assistance and extension · monitors development of spelling skills using the Australian norm spelling lists || -Australian Council for Educational Research
 * Tests of Reading Comprehension**
 * (TORCH )**
 * (TORCH )**

Years 3 – 10 and special needs groups of all ages || Tests are designed to assess reading comprehension levels || · tests allow for the measurement of progress over time · tests use content – referenced interpretation · normative and descriptive reports produced · takes about 30 minutes · provides information about the reading strategies students are using · provides information about a student’s graphophonic knowledge || - Australian Council for Educational Research
 * (Summative) ** ||
 * **Neale Analysis of Reading Ability**


 * (Diagnostic & Summative) ** ||

Students 6 – 12 years of age and some special needs students ||

Tests are designed to diagnose specific reading needs, including accuracy, comprehension and rate of reading || · the test includes oral reading and
 * comprehension, phonemic awareness,
 * graded spelling,word lists,silent
 * reading and writing.
 * tests provide information about
 * standardised scores, reading ages
 * testing leads on to teaching strategies as it
 * informs the teacher about the range of
 * strategies a student uses with unfamiliar words
 * testing allows for qualitative
 * information to be recorded
 * provides the ability to monitor
 * reading progress
 * takes about 20 minutes ||
 * Writing and Reading Assessment Profile (WRAP)**


 * (Diagnostic & Summative ) ** ||

VELS 3 - 6 ||

Tests are designed to diagnose specific reading needs, ability to re-tell and the comprehension strategies used || · · test most effective administered individually, allows for qualitative information to be recorded · test takes about 20 minutes · assesses student’s attitude to reading · ascertains decoding and comprehension strategies employed by student · identifies the level at which students are reading and reading age || - 2nd edition- Pool and Parkin, 2002, Triune Initiatives
 * Probe Reading Assessment**
 * Probe Reading Assessment**

VELS 3 - 6 || Assesses reading accuracy, behaviour and comprehension || · test is administered individually · four options available in administering test ie. · written comprehension, listening, silent reading and informal reading inventory · test establishes a starting point · ascertains student’s spelling level || · tracks progress over time · provides teachers with information for effective planning for spelling instruction || · Photocopiable masters · Oral administration · Diagnostic interpretation of results || Hawker Brownlow Education
 * (Summative ) ** ||
 * **Single Word Spelling Test** ** (SWST) **
 * Leslie Socre and Jackie Masterton **
 * (Diagnostic) ** || 6 – 14 years of age || · Identifies gaps in spelling skills
 * CARS**
 * - ** Series B Teacher Guide 2006
 * - ** Series B Teacher Guide 2006

VELS 3 - 6 || Test diagnoses students areas of weakness in reading and comprehension || · test enables teacher to group students according to ability · test highlights both strengths and weaknesses in reading and comprehension · tests are graded for beginning and ending of year
 * (Diagnostic & Summative ) ** ||

|| - WA First Steps
 * Peter’s Dictation**
 * Peter’s Dictation**

|| VELS 3 – 6 || Test designed to diagnose student’s Spelling level || · test is graded according to child’s ability · identifies student’s application of spelling strategies · identifies the auditory processing strategies employed · records student’s knowledge of high frequency words · allows for qualitative information to be recorded || VElS 3 - 6 || Test enables teachers to group students according to ability || · test provides a quick screening instrument for teacher · determines the spread of spelling ability amongst students · identifies students who need additional assistance ||
 * (Diagnostic) **
 * South Australian Spelling Test**
 * South Australian Spelling Test**
 * ( Summative ) ** ||

- Literacy Professional learning Resource – Assessment
 * Read and Retell**

VELS 3 - 6 || Test is a useful tool to assess student’s comprehension of texts and evaluate their speaking and listening || · provides information on a student’s comprehension of texts · ascertains student’s sequencing of ideas / information · determines a student’s confidence in speaking and ability to be an active listener || -Education Department
 * ( Diagnostic ) ** ||
 * On Demand Testing**
 * On Demand Testing**

VELS 3 - 6 || Test indicates student’s reading and writing levels || · test is administered individually and on –line · test covers many text types · results highlights student’s strength and weaknesses according to key areas and skill descriptors · test informs teacher of student’s ability and leads to effective teaching of needed strategies ||
 * Adaptive & Linear **
 * ( Diagnostic & Summative ) ** ||
 * PM Benchmark Kit**
 * - ** Nelleye & Smith 2000,nferNelson
 * - ** Nelleye & Smith 2000,nferNelson

( **Diagnostic )** || Students in early primary and middle years || Assessment of Reading || · test administered individually · identifies the level at which students are reading · includes ways to record information about students’ reading abilities || -Nelleye & Smith 2009,nferNelson
 * PM Benchmark Kit**
 * PM Benchmark Kit**

( **Diagnostic )** || Students in early primary and middle years || Assessment of reading components including levels of comprehension || · test administered individually · identifies the level at which students are reading · includes ways to record information about student’s reading abilities || - Marie Clay
 * Observation Survey**
 * Observation Survey**

Students in first three years of schooling || Assessment of Language skills || - Test covers areas of : Prep - 2 || Generally used by speech therapists || A good indicator of reading readiness. || - Curriculum Associates ||
 * ( Diagnostic ) ** ||
 * Running Records /PM Benchmarks
 * Letter Identification
 * Concepts about Print
 * Word Tests
 * Writing Vocabulary Test
 * Hearing Sounds in Words ||
 * SPAT – R**
 * (Diagnostic)** ||
 * (Diagnostic)** ||
 * Brigance – Comprehensive Inventory of Basic Skills – Revised ( CIBS – R )**
 * Brigance – Comprehensive Inventory of Basic Skills – Revised ( CIBS – R )**
 * (Diagnostic) **

Grades P - 9 ||

Identifies students’ strengths and weaknesses and can be used to obtain data to support referrals || · Identifies present levels of performance · identifies children with learning disabilities, giftedness · produces grade and age equivalents · documents student learning for alternate assessment || Dept of Education & Training || Helps to determine levels of reading comprehension and auditory assessment || Provides information for teachers when students are first entering school for groupings and targeted instruction. ||
 * School Entry Assessment**
 * ( SEA )**
 * ( SEA )**
 * Students’ year of entry to school ** ||
 * ASSESS NOW KIT **
 * ASSESS NOW KIT **

|| The components include 30 Assess Now books, a CD Rom and Teacher’s Guide. The material is informative and provides data on determining appropriate reading levels, establishing students’ instructional needs and includes ‘where to now’ support data. || Provides Student Data for the following areas: · Fluency · Comprehension · Vocabulary · Reading process knowledge · Writing · Phonemic awareness · Use of cueing || Dept of Education and Training 2004 || Grades 5-9 || Intended as a specialised literacy intervention for the Middle Years || · Provides detailed error analysis of text · Listening and speaking assessment proforma · Rubrics for reading and writing · Retell proforma for assessing understanding of text ||
 * (Diagnostic) **
 * Grades P-2 ** ||
 * Making a Difference**
 * Making a Difference**