FAST: earlyReading Spanish

Rhyming

Rating Summary

Classification Accuracyhalf bubble
GeneralizabilityModerate Low
Reliabilityfull bubble
Validityempty bubble
Disaggregated Reliability and Validity DataN A
Efficiency
AdministrationIndividual
Administration & Scoring Time2-3 Minutes
Scoring KeyComputer Scored
Benchmarks / NormsYes
Cost Technology, Human Resources, and Accommodations for Special Needs Service and Support Purpose and Other Implementation Information Usage and Reporting

The Formative Assessment System for Teachers™ (FAST) is online software that requires no hardware or special add-ons. FAST is supported by an extensive set of materials to support teachers and students, including self-directed training modules that allow teachers to become certified to administer each of the FAST assessments. The entire FAST assessment package (i.e., reading, math, behavior, and on-line training) is provided at an annual flat rate of $6 per student.

Testers will require less than 1 hour of training.

Paraprofessionals can administer the test.

Where to Obtain: http://www.fastbridge.org/

Address:

FastBridge Learning
520 Nicollet Mall, Suite 910
Minneapolis, MN 55402-1057

Phone: 612-254-2534

Websitehttp://www.fastbridge.org/

Training materials are included in the cost of the tool.  Additional, optional on-site and webinar-based training services are available for a fee.

Ongoing technical support is available by calling 612-424-3710 or emailing fast1@umn.edu

The Formative Assessment System for Teachers (FAST) earlyReading measure is designed to assess both unified and component skills associated with kindergarten and first grade reading achievement. earlyReading is intended to enable screening and progress monitoring across four domains of reading (Concepts of Print, Phonemic Awareness, Phonics, and Decoding) and provide domain specific assessments of these specific component skills and a general estimate of overall reading achievement.

The objective of the Rhyming measure is to serve as a phonemic awareness task. Students are presented with a set of pictures and are asked to correctly identify the picture that rhymes with a particular word or are asked to generate another word that rhymes with a spoken word. A key factor in determining which stimuli were appropriate to use as items was whether or not they could be illustrated in a simple drawing. Each item set contains three selection questions (e.g., “Which one rhymes with wall?”) and one production question (e.g., “What’s another word that rhymes with wall?). The student stimuli form is comprised of four boxes, with each box containing a picture. The item sets are represented in the boxes as follows: upper left, upper right, lower left, and lower right. Selected words were reviewed by the authors and pilot tested.

The tool is intended for use in K-1 or with ages 5-7.

Administration is computerized and is 2-3 minutes per student. Scoring is done automatically within the software and does not require any additional time.

Available scores include: raw scores, percentile scores, developmental benchmarks and cut points, subscale/subtest scores, composite scores, and error analysis.

 

Classification Accuracy

Classification Accuracy in Predicting Proficiency on Aprenda-3 for Kindergarten

 

15th Percentile

n = 40

40th Percentile

n = 40

False Positive Rate

0.32

0.27

False Negative Rate

0.50

0.21

Sensitivity

0.50

0.79

Specificity

0.68

0.73

Positive Predictive Power

0.08

0.61

Negative Predictive Power

0.96

0.86

Overall Classification Rate

0.68

0.75

AUC (ROC)

0.80

0.79

Base Rate

0.05

0.35

Cut Points:

15

11

At XX% Sensitivity, Specificity equals

n/a

93% sensitivity, 0.50 specificity

At XX% Sensitivity, Specificity equals

n/a

79% sensitivity, 0.73 specificity

At XX% Sensitivity, Specificity equals

50% sensitivity, 0.97 specificity

57% sensitivity, 0.81 specificity

 

Generalizability

Description of study sample:

·         Number of States: 1  

·         Size: 446 students

·         Regions: Midwest

·         Gender

o   51.5% Male

o   48.9% Female

·         Race/Ethnicity:

o   69.5% White, Non-Hispanic

o   0% American Indian/Alaska Native

o   6.3% Black, Non-Hispanic

o   3.1% Asian, Pacific Islander

o   14.5% Hispanic

o   0% Other

·         Disability status:

o   4.7% Special Education

Reliability

Type of Reliability

Age or Grade

n (range)

Coefficient

SEM

Information (including normative data)/Subjects

range

median

Delayed Test-Retest Reliability (6 month lag)

K

87

 

0.34

 

Correlation between Rhyming in Fall and Spring.

Coefficient α

K

524

 

0.87

 

Coefficients were derived from a random sample of students from the FAST database from the 2012-2013 academic year. Approximately 51% of students were female and 49% were male. Approximately 68.3% of students were White, 16.6% Hispanic, 8.4% Black, 3.6% Multiracial, and 3.1% Asian.

Split-half

K

524

 

0.84

 

Coefficients were derived from a random sample of students from the FAST database from the 2012-2013 academic year. Approximately 51% of students were female and 49% were male. Approximately 68.3% of students were White, 16.6% Hispanic, 8.4% Black, 3.6% Multiracial, and 3.1% Asian.

 

Validity

 

Type of Validity

Age or Grade

 

Test or Criterion

n (range)

Coefficient (if applicable)

 

Information (including normative data)/Subjects

range

Median

Concurrent Validity

K

Aprenda-3

87

 

0.23

Correlation between Rhyming in Spring and the Aprenda-3.

Predictive Validity

K

Aprenda-3

87

 

0.27

Correlation between Rhyming in Fall and Aprenda-3 in Spring.