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Temple University Center for Research
in Human Development and Education |
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Reading Assessment
Reading assessments are usually conducted using a curriculum-based measure (CBM)
or achievement test that requires several materials including time for
administration and scoring. The Wireless Generation has developed handheld
products to reduce the materials and time needed to conduct a comprehensive
reading assessment.
The mCLASS Reading is a handheld system developed by Wireless Generation
that enables school psychologists and educators to track student miscues, record
comprehension, and track fluency using their handheld computers. When the
assessment is complete, mCLASS Reading calculates errors, fluency, and words
correct per minute; it then produces a progress report for teachers,
administrators, and parents. mCLASS Reading also offers teachers hundreds of
diverse-leveled reading probes from well-known elementary reading publishers
(Wireless Generation, 2003), saving them the time of reviewing basal readers and
preselecting reading passages.
eAssessment, created by Wireless Generation, is a
unique handheld assessment system that provides "in-classroom measurement of
reading, retelling, comprehension, fluency, and phonics." This system runs on
the mCLASS platform of handheld and web-based reports (Wireless Generation,
2003).
Handheld technology is improving the way observations and
assessments are conducted in classroom settings (Dirr, 2002). Handhelds are
enabling educators and school psychologists to |
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easily calculate and accumulate rich, descriptive data over time on one child or
several. By assisting educators in the management of data from a variety of
assessments, handheld software is more efficiently guiding instruction and
capturing a better picture of student learning (Southeast Regional Technology in
Education Consortium [SEIR-TEC], 2002). Handheld technology enables educators to
quickly assess student progress and comprehension, highlighting those that need
more help while significantly reducing the time spent on data entry and grading.
In a time of increased educational accountability, handheld technology can ease
the burden felt by many educators, administrators, and school personnel to
increase the collection of empirical data.
References:
AGS Publishing. (2003). Introducing the BASC portable observation program.
Retrieved October 2003, from
http://www.agsnet.com/group.asp?nGroupInfoID=a38206 .
Dirr, P. (2002). Classroom observation protocols: Potential tools for
measuring the impact of technology in the classroom. Prepared for the
Applachian Technology in Education Consortium (ATEC): Alexandria, VA: CAN, Inc.
Dumont, R. & Chafouleas, S. (1999). Conducting behavioral observations: Some
technical carry? NASP Communique, 27(7), 32-33.
GoKnow. (2003). Retrieved September 2003, from:
http://www.goknow.com/Products/ .
Hudgins, B. (2003). Scantron classroom wizard: Testimonials. Retrieved
September 2003, from
http://www.classroomwizard.com/schools.html .
Kesl, J. (2003).Retrieved September 2003, from
http://www.classroomwizard.com/kesl.html .
Linn, R. L., Baker, E. L., & Betebenner, D. W. (2002). Accountability systems:
Implications of requirements of the No Child Left Behind Act of 2001.
Educational Researcher 31(6), 3-16.
Media-X Systems, Inc. (2003). Retrieved September 2003, from
http://www.media-x.com/products/index.php .
Pocket Mobility. (2003). Retrieved October 2003, from
http://www.pocketmobility.com/quizzler/quizzler.html .
Scantron Classroom Wizard. (2003). Retrieved September 2003, from
http://www.classroomwizard.com/ .
Southeast Initiatives Regional Technology in Education Consortium (SEIR-TEC)
(2002). Using handheld technologies in schools. SER-TEC New-Wire 5(2)
1-34.
Wireless Generation. (2003). mCLASS Reading. Retrieved September 2003,
from
http://www.wgen.net/web/readingProducts.html .
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