Various elementary schools has used STAR Reading for many years now in our
district. I have had several conversations with a couple of elementary
Reading specialists (Title I) that have spent time comparing the results of
STAR Reading assessments and other standardized assessments in their schools
to see if there was much of a correlation. They have assured me that the
correlation is very high.
The STAR Reading test is essentially a vocabulary test. We have found it
very useful in establishing parameters (ZPD range) for students so that they
select books that they can actually read, especially less accomplished
readers. In the overall Renaissance Reading program, it is useful but not
the only factor to consider when students are selecting books.
I found it helpful to read the auxiliary manuals that come with the program.
In particular, they discuss test taking skills. Students are not penalized
for guessing. When students are faced with a question they have no idea
about, it discusses analyzing the question and answers to use other skills,
e.g. word form of the answer, part of speech, etc. to narrow down the
choices - and then guess from those responses that are left. We encourage
our students to take the test seriously, and attempt to create an
appropriate test environment. Some smart students will figure out if they do
poorly on the test, they can skate for the year.
John Lees
Mt. Baker Middle School Library
620-3th SE
Auburn, WA 98002
jlees9@attbi.com <mailto:jlees9@attbi.com>
- - - - - - - - - - - - -
> Hi everyone,
>
> Have a few questions for you. My school is converting to A.R. from
Reading Counts. That's a post in itself! My real issue is with the
S.T.A.R. testing and the validity of the results. We teach D.I. (Direct
Instruction) reading which, in short, is ability grouping students on
assigned levels. However, we have a major conflict. We have students who
are in reading mastery 5 in D.I. (which is about a 5th grade level), but who
have tested anywhere between 2-4 grade level in S.T.A.R. The students will
be required to read books on their assigned levels when we get A.R. up and
going. So, that leaves us with a big conflict. None of us know much about
the S.T.A.R. program - or even how D.I. compares with reading assessment
programs. Can anyone out there help us figure this out? As it stands this
minute, we will have the majority of our kids reading at least 1-2 levels
below their grade level. We don't feel this is accurate, but don't know how
to compensate using this pro!
gram. Is S.T.A.R. accurate and valid? Does it test high or low? How do
you handle the potential conflicts between programs? Any imput and advice
will be greatly appreciated.
>
>
>
> Thank you,
>
> Holly Gillum, LMS
>
> Anderson Elementary, Crossett, AR
>
> exlibrishg@yahoo.com
>
>
>
>
>
> ---------------------------------
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