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aReading (Adaptive Reading) is a computer-administered adaptive measure of broad reading that is individualized for each student, but may be individually or group administered in about 15-30 minutes. Items tap a variety of skills including concepts of print, phonemic awareness, phonics, comprehension, and vocabulary.
aReading is a valuable component of a multi-source, multi-method assessment system providing a complete picture of student performance.
The FastBridge adaptive assessments for reading and math reduce testing time by up to 50-95% when compared with traditional tests. Our extensive research has enabled the aReading test of 30 items to replace a traditional test of about 100 items with equal or greater accuracy and actionable results.
The type of questions and response format is substantially similar to many state-wide assessments (i.e., multiple choice, fill in the blank). There are both auditory and visual stimuli presented for each question.
The assessment is based on ten years of research that built upon the recommendations of the National Reading Panel (2000). It is also cross-walked to the National Common Core Standards (2010).
Substantial research evidence shows that aReading provides a robust estimate of broad reading achievement in grades K-12. It is useful to predict performance on high-stakes assessments (e.g., state tests). aReading received the highest possible rating for validity, reliability, and diagnostic accuracy from the National Center for Response to Intervention.Screening
aReading is designed for universal screening to identify students at risk for academic delays and to differentiate instruction for all students.
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Screening
aMath is quick to administer, predictive of risk, and provides teachers with data to inform instruction
aMath is often used by teachers to screen all students and estimate annual growth with tri-annual assessments (fall, winter & spring). Benchmark Standards (i.e., “cut scores” or “targets”) are built into the system to assist in determining which students are at-risk for academic failure versus those who are on track to be successful. Students with deficit achievement are quickly identified for additional intervention. The data also identify and inform instructional decisions for on-track and high-performers.
