FAST: earlyReading Spanish

Sentence Reading

Rating Summary

Classification Accuracyhalf bubble
GeneralizabilityModerate Low
Reliabilityfull bubble
Validityempty bubble
Disaggregated Reliability and Validity DataN A
Efficiency
AdministrationIndividual
Administration & Scoring Time1-2 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 Obtainhttp://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 Sentence Reading measure is to assess automaticity while reading connected text. This measure is only available as a screener. For progress monitoring purposes, CBM—Reading is recommended. The sentence reading passages were pulled directly from a set of passages designed for FAST CBM-Reading. These passages are essentially a CBM-Reading passage, but have been broken apart with basic pictures included. The first three pages contain only one sentence while the last three pages have progressively more sentences. The passages are of median difficulty.

The tool is intended for use in 1st grade or with ages 6-7.

Administration is computerized and is 1-2 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 1st Grade

 

15th Percentile

n = 86

40th Percentile

n = 86

False Positive Rate

0.91

0.78

False Negative Rate

0.74

0.35

Sensitivity

0.26

0.65

Specificity

0.91

0.22

Positive Predictive Power

0.14

0.42

Negative Predictive Power

0.18

0.42

Overall Classification Rate

0.15

0.42

AUC (ROC)

0.77

0.84

Base Rate

0.36

0.47

Cut Points:

33

40

At XX% Sensitivity, Specificity equals

77% sensitivity, 0.63 specificity

92% sensitivity, 0.62 specificity

At XX% Sensitivity, Specificity equals

n/a

83% sensitivity, 0.72 specificity

At XX% Sensitivity, Specificity equals

n/a

72% sensitivity, 0.72 specificity

 

Generalizability

Description of study sample:

·         Number of States: 1

·         Size: 446 students

·         Regions: 1

·         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

1

86

 

0.85

 

Fall-Winter.

Delayed Test-Retest Reliability

1

40

 

0.88

 

Winter-Spring.

Delayed Test-Retest Reliability

1

40

 

0.81

 

Fall-Spring.

Coefficient alpha

1

220

 

0.94 for first 29 items

 

0.98 for first 58 items

 

0.99 for first 87 items

 

Data was derived from a random sample of students from the FAST database from the 2012-2013 academic year. Approximately 45% of students were female and 55% were male. Approximately 70.9% of students were White, 15.9% Hispanic, 5.9% Multiracial, 4.1% Black, 2.7% Asian, and .05% Native Hawaiian or Other Pacific.

Split-half

1

220

 

0.96 for first 29 items

 

0.99 for first 58 items

 

0.99 for first 87 items

 

Data was derived from a random sample of students from the FAST database from the 2012-2013 academic year. Approximately 45% of students were female and 55% were male. Approximately 70.9% of students were White, 15.9% Hispanic, 5.9% Multiracial, 4.1% Black, 2.7% Asian, and 0.5% Native Hawaiian or Other Pacific.

 

Validity

 

Type of Validity

Age or Grade

 

Test or Criterion

n (range)

Coefficient (if applicable)

 

Information (including normative data)/Subjects

range

Median

Concurrent Validity

1

Aprenda-3

40

 

0.74

Correlation between Sentence Reading in Spring and the Aprenda-3.

Predictive Validity

1

Aprenda-3

87

 

0.40

Correlation between Sentence Reading in Fall and Aprenda-3 in Spring.