RICA RICA Assessment and Diagnosis 1 — Questions and Answers
Question 1: What is the primary purpose of a screening assessment in a comprehensive reading program?
- To quickly identify students who may be at risk for reading difficulties so they can receive early intervention before significant failure occurs (Correct answer)
- To assign reading grades for report cards at the end of each semester
- To determine whether students are meeting grade-level benchmarks after completing a unit of instruction
- To diagnose the specific nature and cause of a student's reading difficulty in detail
Correct answer: To quickly identify students who may be at risk for reading difficulties so they can receive early intervention before significant failure occurs
Screening assessments are brief, efficient tools used at the beginning of the year or term to flag students who may need further assessment and intervention.
Question 2: How does a diagnostic assessment differ from a screening assessment in reading?
- Diagnostic assessments are more detailed and are used to identify the specific strengths and needs of students who have been flagged as at-risk, informing targeted intervention (Correct answer)
- Diagnostic assessments are faster to administer than screening assessments
- Diagnostic assessments are given to all students three times per year
- Diagnostic assessments replace the need for progress monitoring once a student begins intervention
Correct answer: Diagnostic assessments are more detailed and are used to identify the specific strengths and needs of students who have been flagged as at-risk, informing targeted intervention
Diagnostic assessments provide the in-depth information needed to design individualized intervention by pinpointing the specific skills and sub-skills where a student needs support.
Question 3: What is progress monitoring, and how often should it occur for students receiving reading intervention?
- Progress monitoring involves administering brief, reliable assessments frequently (every 1–4 weeks) to determine whether an intervention is producing adequate growth and to adjust instruction accordingly (Correct answer)
- Progress monitoring is an annual assessment used to determine grade-level placement
- Progress monitoring is the same as summative testing and should occur only at the end of the semester
- Progress monitoring is optional for students in intervention and is used only when a teacher requests it
Correct answer: Progress monitoring involves administering brief, reliable assessments frequently (every 1–4 weeks) to determine whether an intervention is producing adequate growth and to adjust instruction accordingly
Frequent progress monitoring allows teachers to determine quickly whether an intervention is working and to make data-informed adjustments before a student falls further behind.
Question 4: What does 'curriculum-based measurement' (CBM) assess, and why is it useful for reading progress monitoring?
- CBM uses brief, standardized, repeated measures (such as oral reading fluency probes) to assess growth over time against grade-level benchmarks, making it efficient for ongoing progress monitoring (Correct answer)
- CBM is a comprehensive diagnostic battery used to evaluate students for special education eligibility
- CBM assesses whether students have completed their reading curriculum assignments
- CBM is a type of portfolio assessment that collects student writing samples over time
Correct answer: CBM uses brief, standardized, repeated measures (such as oral reading fluency probes) to assess growth over time against grade-level benchmarks, making it efficient for ongoing progress monitoring
Oral reading fluency CBMs are sensitive to small amounts of growth over short periods, making them ideal for the frequent monitoring needed to evaluate intervention effectiveness.
Question 5: A student scores below the 25th percentile on a reading screening assessment. What is the appropriate next step according to a multi-tiered system of support (MTSS)?
- Administer a diagnostic assessment to identify specific areas of weakness and provide Tier 2 small-group intervention while continuing to monitor progress (Correct answer)
- Immediately refer the student for special education evaluation
- Wait to see if the student improves with standard classroom instruction alone
- Notify parents and recommend summer school as the sole intervention
Correct answer: Administer a diagnostic assessment to identify specific areas of weakness and provide Tier 2 small-group intervention while continuing to monitor progress
MTSS provides a tiered response: screening identifies risk, then diagnostic data informs targeted Tier 2 intervention with ongoing progress monitoring before considering more intensive supports.
Question 6: What information does an Informal Reading Inventory (IRI) provide that norm-referenced standardized tests do not?
- An IRI provides a student's independent, instructional, and frustration reading levels along with qualitative analysis of error patterns and comprehension strengths and weaknesses (Correct answer)
- An IRI compares a student's performance to a national norming sample
- An IRI provides a quantitative reading grade-equivalent score suitable for reporting to parents
- An IRI assesses phonological awareness skills in isolation, not connected text reading
Correct answer: An IRI provides a student's independent, instructional, and frustration reading levels along with qualitative analysis of error patterns and comprehension strengths and weaknesses
An IRI gives teachers actionable, instructionally relevant information — the appropriate level for independent and instructional reading and the specific error patterns that need to be addressed.
RICA RICA Assessment and Diagnosis 1
What is the primary purpose of a screening assessment in a comprehensive reading program?