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Core guidance covers how to determine assessment appropriateness by considering purpose and assessment type, intended score use, and evidence for reliability and validity. The approach defines key assessment categories, explains how screening, diagnostics, monitoring, and summative measures support different decisions, and compiles recommendations for targeted early literacy skills.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/guide-to-using-a-research-based-process-to-review-and-select-early-literacy-assessments/268868/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/guide-to-using-a-research-based-process-to-review-and-select-early-literacy-assessments/268868.png","ImageObject",300,407,{"name":92,"@type":93},"Ophelia","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-18","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What criteria determine whether an early literacy assessment is appropriate for students?","Question",{"text":112,"@type":113},"The process considers the assessment purpose and type, how scores will be used, and whether results are reliable and valid.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the main types of early literacy assessments and what does each provide?",{"text":117,"@type":113},"The document distinguishes screening, diagnostic, progress monitoring, interim, formative, benchmark, and summative assessments, each aligned to different decisions and information needs.",{"name":119,"@type":110,"acceptedAnswer":120},"How do assessment databases help with reviewing and selecting assessments?",{"text":121,"@type":113},"They compile coded early literacy assessment information to support identifying candidates for a common, high-quality assessment.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},268868,1789438230,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},7971461741311,"https://ap-avatar.wpscdn.com/avatar/74000253aff267980c6?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779345379180704826","Guide to Using a Research-Based Process to Review and Select Early Literacy Assessments  \nJodi Jacobson Chernoff Jennie Jiang Arielle Lentz Matthew Farmer  \nPrincipal Researcher Researcher Research Associate Intern  \nTable of contents  \n01  \nA research-based assessment review  \nprocess  \nThe types of assessments and the purpose of each type  \nReliability and validity  \nEarly literacy literature and research recommendations  \n02  \nBuilding early literacy assessment databases  \nAssessment coding for the databases  \nThe early literacy assessment databases  \n 03   \nPutting it alltogether: Early literacy assessments  \nCharacteristics of early literacy assessments  \nIdentifying possible early literacy assessments  \nDiscussion of sample characteristics  \n04  \nConclusions and tools  \nConclusions from our research-based review of early literacy assessments  \nChecklists and other tools  \n01 A research-based assessment review process  \nREL Midwest developed a research-based process for reviewing and selecting early literacy assessments for use by districts and schools seeking to improve the assessments they administer. This chapter outlines the properties essential to consider when determining whether an assessment is appropriate for your students and develops a common language for this discussion . These properties include the purpose and type of assessment, how the scores can be used, and whether the scores obtained are reliable and valid. The chapter presents research recommendations for which skills should be targeted, when, and how often .  \nIn this section:  \n• The types of assessments and the purpose of each type  \n• Reliability and validity  \n• Early literacy literature and research recommendations  \nA research-based assessment Building early literacy Putting it all together: Conclusions and tools  \nreview process assessment databases Early literacy assessments  \nThis project was initiated to support Chicago Public Schools.  \nREL Midwest worked in partnership with Chicago Public Schools to set up a research-based process for reviewing early literacy assessments, to compile a database of early literacy assessment information, and to identify possible  \ncandidates for a common high-quality assessment.  \nChicago Public Schools’ vision for increasing reading proficiency among their youngest students includes leveraging early literacy assessments .  \n4  \nThe project began by acknowledging that some key factors must be considered to determine whether an assessment should be administered.  \nThe best assessment for your school depends on:  \n• What information you need. Many types of assessments yield different information.  \n• What you plan to do with the scores or how you plan to use them .  \n• Whether the scores the assessment yields are consistent and valid.  \n• Other considerations, such as the accommodationsand languages needed, the data systems required, and other aspects of feasibility and cost.  \n5  \nMany kinds of assessments have different purposes and properties. Why you need an assessment determines the best type to use .  \nThere is more than one kind of assessment. For example, some tests are designed to determine whether students met a goal. Other tests are designed to provide teachers withinformal information. When conducting an assessment review, it is important to begin by considering  \nwhat type of assessment and corresponding information you need.  \nScreening  \nDiagnostic  \nProgress Monitoring  \nSummative  \nWhere are students in terms of skill level? Which students might be struggling?  \nWhere might additional support be needed?  \nHow are students progressing?  \nHow well do students meet yearly goals?  \nConsider who will use the data and how they will do so when determining which type of assessment is needed.  \nUniversal Screener  \nBrief assessments, typically administered to all students, designed to identify those at risk of failing an outcome. Performance on a screening assessment can be used to identify students who","cbCaikN3lc0Q0AWC","https://ap.wps.com/l/cbCaikN3lc0Q0AWC","pdf",3163907,53,"English","# A research-based assessment review process\n## The types of assessments and the purpose of each type\n## Reliability and validity\n## Early literacy literature and research recommendations\n# Building early literacy assessment databases\n## Assessment coding for the databases\n## The early literacy assessment databases\n# Putting it alltogether: Early literacy assessments\n## Characteristics of early literacy assessments\n## Identifying possible early literacy assessments\n## Discussion of sample characteristics\n# Conclusions and tools\n## Conclusions from our research-based review of early literacy assessments\n## Checklists and other tools","[{\"question\":\"What criteria determine whether an early literacy assessment is appropriate for students?\",\"answer\":\"The process considers the assessment purpose and type, how scores will be used, and whether results are reliable and valid.\"},{\"question\":\"What are the main types of early literacy assessments and what does each provide?\",\"answer\":\"The document distinguishes screening, diagnostic, progress monitoring, interim, formative, benchmark, and summative assessments, each aligned to different decisions and information needs.\"},{\"question\":\"How do assessment databases help with reviewing and selecting assessments?\",\"answer\":\"They compile coded early literacy assessment information to support identifying candidates for a common, high-quality assessment.\"}]","Guide to Using a Research-Based Process to Review and Select Early Literacy Assessments | PDF",134]