EDUCATION SOLUTIONS

EDUCATION SOLUTIONS

CORE Screeners

Universal Screeners for E/LA & Math | Algebra Readiness Screener 

Moving beyond proficiency measures, the CORE ECS screeners were developed for administrators who want their teachers to have a deeper view of what level each student is understanding the concepts taught from the curriculum.

CORE ECS offers Common Core aligned Universal Screeners in both E/LA and Math for Grades K-12, as well as a screener that is targeted specifically to determine Algebra Readiness.

Universal Screeners (State & Common Core Aligned)
These are brief assessments used to identify students who may be at risk for difficulties in a broad range of curriculum-based skills in different subject areas and grade levels. Their primary purpose is to predict for teachers which of their students may need additional instruction in order to meet their grade-level goals.

  • E/LA: Grades K-12; Math: Grades K-12
  • 3 per year: fall, winter and spring
  • 40 minutes per assessment

 

Algebra Readiness Screeners
A set of predictive off-the-shelf assessments that are used as a diagnostic readiness measure to identify early intervention opportunities in algebra. Thus, teachers can act quickly to prepare students with the fundamental building blocks they will need for mastering these critical concepts.

  • Algebra: grades 5-8;
  • 3 per year: fall, winter and spring
  • 40 minutes for grades 5-8

 

Screeners are assessments used to determine student readiness before engaging in a new body of instruction. In states or districts that may already have a benchmark/standard assessment solution that is discovering skill gaps, our screeners supply a deeper level of detail that educators need to effectively pinpoint interventions.

Assuring Accessibly
CORE ECS’s methodology for screener measures enable educators to determine if students are on-track or at-risk for meeting expectations. Our reporting features also help educators calibrate the intensity of instructional supports or supplemental interventions needed for students who are at-risk for not meeting expectations. Our Screeners are grounded in psychometric research, characterized by state-of-the-art items that are not biased toward students with ELL or Special Education identification.

Test and Item Validity
Our test items are developed to exhibit two state-of-the-art characteristics that contribute to item validity and form an essential foundation for test reliability: transitory knowledge representations and principals of universal design as promulgated by the Individuals with Disabilities Education Act (IDEA).  Items are written to embody these two characteristics and are intended to engage a population of students who possess varying stages of development for a particular focused outcome – who would otherwise be denied access to the test items’ content due only to superfluous language or reading contextualization.

The screener test design provides a framework of items distributed across three levels of cognitive demand that is congruent to the stages of knowledge representation of a targeted outcome.

CORE ECS’s validity and equating statistics are analyzed using a multi-stage process involving Classical Test Theory (CTT) and Rasch IRT.  During CTT, proportion correct, point-biserial, and biserial statistics are reviewed for problematic items that require removal prior to item fit analyses, dimensional analyses, and b-parameter estimation using Rasch IRT.