Table of Contents
Digital diagnostic assessments within the 95 Literacy Intervention System™ (LIS) are observational evaluations designed for educators to listen to students face-to-face or virtually while students read or respond to prompts aloud.
Educators follow along on a prompt console that facilitates capturing students' performance, provides insight into how they should be scoring, and targets skill deficits.
95 Literacy Intervention System™
If your district has the 95 Literacy Intervention System™ (LIS) enabled in the One95 platform, digital assessments will be available.
This digital toolset empowers you to identify phonological awareness and phonics skill gaps, group students based on diagnostic assessment data, and deliver targeted instruction using recommended resources from the One95™ Literacy Ecosystem™. Student data is aggregated to provide 360-degree visibility at the school and district levels, automating time-consuming workflows. With the LIS, students receive the help they need to move out of intervention and become successful readers.
Contact your main district contact to learn more about the LIS.
Digital Diagnostic Assessments
The foundation of 95 Percent Group digital diagnostic assessments is a structured literacy continuum of early reading skills from phonological awareness through phonics. These skills are building blocks of literacy that help students decode unfamiliar words. Proficiency measures of these skills help educators understand where to focus intervention for students who need additional help.
Digital assessments are individually administered, brief, and informal. They are not timed as the purpose of digital assessments is to pinpoint skill deficits, not determine fluency.
Launching Assessments
The Student Details page is the launch pad for digital assessments.
Access the Student Details page by selecting a listing or student info card within the Today page's My Activities or My Students tabs, respectively.
Evaluate students via three assessment types:
- Phonological Awareness Screener for Intervention™ (PASI) diagnostic assessment
- Phonics Screener for Intervention™ (PSI) diagnostic assessment
- Phonics Lesson Library™ (PLL) end-of-unit assessment
PASI and PSI diagnostics pinpoint where intervention should focus. PLL end-of-unit assessments measure student progress following intervention by drilling more deeply into specific phoneme patterns.
PASI Assessments
PASI assesses students' ability to recognize the beginning, middle, and end of word sounds by adding, removing, and replacing sounds to make new words. Keyword prompts are used in the PASI assessment delivery.
There are five keyword prompts per skill – meaning there are only five questions – to ask the student to listen, say, and understand.
Isolated keyword sounds are displayed for each prompt to indicate what must be said correctly.
PSI Assessments
PSI measures phonics skills starting with simple, single syllables and progressing to more complex multi-syllable words. Pseudowords and sight word sentences are used in the PSI assessment delivery.
Pseudowords are fake words that resemble real words. They ensure that students have the decoding skills to pronounce the word and are not relying on memory. Parts of pseudowords are underlined to indicate what must be said correctly, corresponding to what is being taught in the classroom or small group interventions
Sight word sentences are sight words (i.e., words that should be identifiable without sounding out) embedded within sentences. This data can provide additional information about students' deficits. Target words within sight word sentences are underlined to indicate what must be read correctly.
Both pseudowords and real words embedded in sentences are used to determine students’ skills in reading phonics patterns. Scores are provided for each subtest so the assessor can determine the student's mastery. Note that in grouping students, pseudoword scores are weighted more heavily.
PLL Assessments
PLL measures specific phonics skill patterns. Where a PSI assessment measures several different phoneme patterns, PLL drills more deeply into one specific subskill pattern. Pseudowords are used in the PLL assessment delivery.
Pseudowords are fake words that resemble real words. They ensure that students have the decoding skills to pronounce the word and are not relying on memory. Parts of pseudowords are underlined to indicate what must be said correctly.
Practice Assessments
Practice assessments are available for assessors to get comfortable with the digital assessment experience. They allow users to administer digital assessments without affecting student data while the LIS provides feedback on how to improve.
To learn more about practice assessments, reference our article on Practice Assessments.
Administering Assessments
Depending on the assessment type, students can follow along with the student materials booklet or a printed copy of the material. Students can also connect via a digital device in person or remotely for PSI and PLL assessments.
After launching the evaluation, instructions are presented. It is important for the assessment's integrity not to skip directions as they outline the necessary steps to get set up.
The LIS offers the ability to capture student audio for later review and rescoring. It is advisable to record assessments as it lets you return when students are not present and confirm your scoring and notes.
Once the assessment begins, assessors observe, listen, and score as students read or respond to prompts.
Assessors record responses as correct or incorrect along with any alternate answers. Highlight common errors, hesitation, sound-outs, and persistent patterns as the student progresses through one or multiple skills.
Once the assessment is complete, a skill summary recaps the results and surfaces 95 Percent Group resource recommendations or professional learning resources based on the errors and trends captured.
Completed assessments can be discarded, held, or saved.
- Discarding the assessment discards it completely. This action cannot be undone.
- Holding the assessment holds it for later review. It is advisable to make the hold option your go-to. This allows time to process before final decisions are made.
- Saving the assessment locks it down and creates an administration record.
Assessment data will be compiled for all students to facilitate intervention grouping.
To learn more about starting or scheduling assessments, reference our article on Student Details Page.
To learn more about administering assessments, reference our article on Assessment Administration.
95 Percent Group Support is here to help! Contact us via the knowledge base support form or email at support@one95.app.
To learn more about submitting tickets, reference our article on One95™ Support.
Was this article helpful?
That’s Great!
Thank you for your feedback
Sorry! We couldn't be helpful
Thank you for your feedback
Feedback sent
We appreciate your effort and will try to fix the article