[MOSAIC] STAR

cathymillr at aol.com cathymillr at aol.com
Sun Mar 9 20:45:02 EDT 2008 

I did an analysis of STAR scores, our state assessment, and DIBELS scores at the end of last year for second?through fifth grade. ?They lined up nearly perfectly in two grades,?were all over the place in the other two. I agree that STAR scores are?inflated, and the accompanying AR levels are inconsistent at best. 

That is why we shouldn't be judging a child, a reading series,?a school, a state...anything, based on one assessment.


-----Original Message-----
From: deckersuzi at knology.net <deckersuzi at knology.net>
To: Mosaic: A Reading Comprehension Strategies Email at Group <mosaic at literacyworkshop.org>
Sent: Sun, 9 Mar 2008 10:34 am
Subject: Re: [MOSAIC] STAR



I have used STAR for a number of years. We administer it in the computer lab, 
but I only have 14 1st graders.  Before it is given I have a general idea of 
where I think the child is level wise. If the STAR scor is close to my own 
thinking, I start there. If there is a large desparity, I start where I think 
the child is and move up or down from there. After a few weeks I feel 
comfortable with each child's placement. It is my opinion that the STAR scores 
are somewhat inflated. This ifs fine by me because everyone has been measured by 
the same "stick" and it is very appealing to parents.  It may be important for 
you to know that STAR in no way affects a child' grade and the ultimate decision 
is always mine.       
Suzanne


 On Sat Mar  8 21:19 , bilscntsa at aol.com sent:

>
>I have found it very reliable when I test the students one on one, not when I 
do a mass testing in the lab. They just start picking anything unless I am there 
watching them, some I have read it to me aloud. We have lots of people say it is 
unreliable as well.
>Terry
>
>-----Original Message-----
>From: Beverlee Paul beverleepaul at hotmail.com>
>To: Mosaic: A Reading Comprehension Strategies Email Group mosaic at literacyworkshop.org>
>Sent: Sat, 8 Mar 2008 7:06 pm
>Subject: Re: [MOSAIC] best iri
>
>
>
>Since Lori mentioned the STAR, I'd be interested in what you all think of the 
>validity of that test.  Generally, several of the teachers at my school don't 
>see it as accurate, by any means, but our library para believes it is highly 
>accurate.  I haven't ever had anything to do with it, so I'm a clean slate.  If 

>anyone would comment, I'd appreciate it.  Thanks.  Bev
>
>> Date: Sat, 8 Mar 2008 15:55:57 -0700> From: ljackson at gwtc.net> To: 
>mosaic at literacyworkshop.org> Subject: Re: [MOSAIC] best iri> > I think finding 
a 
>screening tool is a challenge when we are talking about teachers who deal with 
>larger numbers of students than a single classroom. Our ninth grade reading 
>teacher used the QRI this year. She conducted the readings in one on one 
>sessions with the students and used the comprehension questions as an 
interview. 
>She is working with the most troubled groups of readers, but generally has 
12-18 
>kids in her classes. Previously she had been required to use the STAR, which 
>none of us like, and she likes the QRI much better. I believe she used only the 

>passage reading, and she did running records with a miscue eye. I don't suppose 

>anything is perfect, and to be honest, I cannot see the majority of our middle 
>or high school teachers willing to do anything that requires 1:1 assessment.> > 

>My husband taught two sections of 8th grade reading this year (with a 
>certification in Art Education and a master's in Technology Education, go 
>figure) and he used the QRI in a slightly different way. He administered an 
>on-level passage at the beginning of the year and kids did the questions (typed 

>up with more room to respond) in writing. Then he re-administered passages with 

>readers who did not score in the instructional and independent ranges. These he 

>did orally. This amounted to some 2-6 readers, I believe, and that doesn't seem 

>to me to be an overwhelming task. Our other high school reading teacher 
(working 
>a more confident and more able group) plans to administer in this way in the 
>coming year. > > I would so appreciate a continuing conversation about 
assessing 
>reading with students at the middle and high school level.> > Lori> > > > ----- 

>Original message -----> From: gina nunley gina_nunley at hotmail.com>> To: 
>mosaic at literacyworkshop.org> Date: 2008, 08, Saturday Of March 15:27> Subject: 
>[MOSAIC] best iri> > > Wow I actually took a course from Silvaroli at ASU back 
>in the early 80s.> > > > Our district reviewed IRIs about 7 years ago and 
>couldn't find big differences in them. In the end we were down to Jerry John's 
>and QRI. (Qualitative Reading Inventory) We chose QRI because they were going 
to 
>allow us to purchase 1 book for a grade level and then copy passages, whereas 
>Jerry John required us to purchase every teacher a book and we didn't have the 
>funds. We made kits from the QRI and gave one to each teacher.> > > > Overall I 

>like it. It offers narrative and expository passages and there is a mixture of 
>implicit and explicit comprehension questions. You can do a reading rate at the 

>same time, and of course you can do as much as you'd like with the miscue 
>analysis. What upper grade teachers don't always understand is that unlike the 
>early year's running records, a QRI is only good as a beginning, middle, and 
end 
>of the year assessment. ( I even wonder about how helpful the middle of the 
year 
>is). The running records of early grades of course reflect the big leaps those 
>readers make within short periods of time. You aren't going to see many older 
>kids jump a full grade level from beginning to middle. > > > > > > Gina > > 6th 

>grade ELA> > _________________________________________________________________> 

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