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Test Assessement: iReady Online Diagnostic

Elisabeth Barrow

Oakland University

EDU 749 Test/Measure/Data Analysis

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K-12 Adaptive Diagnostic Review

Publisher data:
Name: Curriculum Associates
Address: 153 Rangeway Road, North Billerica, MA 01862
Telephone: 800-225-0248
Email contact information: email contact form online
(www.curriculumassociates.com/aboutus/default.aspx?bk=tabs#tabs)

Test ordering information:

Webpage: www.curriculumassociates.com/products/iready/diagnostic-instruction.aspx
Cost: 150 license minimum, $6.00 per student for each diagnostic (reading and math)
Sales contact information: Educational Consultant/Customer Service 800-225-0248

Purpose of test:
Goals (as stated by Curriculum Associates):

1. Identifies why students are struggling.

i-Ready Diagnostic adapts to each student, providing easier or harder questions depending
on students answers to previous questions. By adapting across grades K12, i-Ready
Diagnostic helps teachers understand the root causes behind student challenges. This is
especially beneficial for providing differentiated instruction and for identifying gaps
spanning back multiple years, or for determining where students are ready for further
challenge. i-Ready Diagnostic assesses student performance across the key domains in
reading and mathematics for grades K12, providing a valid and reliable measure of
student growth with detailed diagnostic results and individualized next steps for instruction.
i-Ready Diagnostic adapts across grades K-12.

2. Measures growth across a students career.

Because the Diagnostic adapts across grades K12, i-Ready provides a valid and reliable
growth measure from year to year. Use i-Ready across the district to track yearly student
progress and to optimize administrative decision making for long-term performance
improvements.
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3. Supports data-driven differentiated instruction.

Based on the Diagnostic results, i-Ready provides easy-to-read reports that provide
teachers with a detailed action plan for individual and group instruction and the tools to
deliver that instruction in any style learning environment.

Measurement Specifications:
i-Ready Diagnostic & Instruction was built for the Common Core. It provides the data-
driven insights that classroom teachers and school and district administrators need to determine
exactly where to focus their instructional time to ensure all students are on track to meet these
more rigorous expectations and to succeed on the accompanying assessments. (Curriculum
Associates, 2015).
Reading:
The adaptive Diagnostic covers the main Common Core domains: Phonics, Phonological
Awareness, High-Frequency Words, Vocabulary, Comprehension of Literature, and
Comprehension of Informational Text. The diagnostic includes multimedia paired passages in
which students are asked to synthesize ideas from multiple sources.
Mathematics:
The adaptive Diagnostic covers the main Common Core domains: Number and Operations,
Algebra and Algebraic Thinking, Measurement and Data, and Geometry

iReady reports student scores using scale scores. By using scale scores everything is put on a
single continuum so that teachers and administrators can compare across grade levels. Scale scores
are a metric indicating that a student has mastered skills up to a certain point, and still needs to
work on skills that come after that point.
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Administration information:
Time to administer:
Grades 1-2: 2 sessions of 30-45 minutes per subject
Grades 3-5: 2 sessions of 45-60 minutes per subject

Options for modification/truncation: By adapting based on student response patterns, adaptive

assessments produce large amounts of information from a limited number of test items. Computer
adaptive assessments are designed to more efficiently determine student strengths and weaknesses
as compared to traditional fixed-form tests.

Training level for administration: iReady uses the Train-the-Trainer model. The initial training
consists of a one day session with an iReady representatives who work with the designated
building administrators to set up the diagnostic, learn about the diagnostic, read reports, and access
teacher resources. Building administrators then use the online training tools to train teachers how
to administer the diagnostic.

Training level for scoring: N/A; scoring is computerized therefore machine scoreable; humans
cannot manipulate the students scores.

Quality and ease of interpreting test results: Teachers have access to a number of reports online
such as grade level, class level, and individual profile reports. Teachers can also run state
standards reports, norms reports, and instructional grouping profiles. Reports are colorful but
simple to understand and can be drilled into for more detailed information.

Number of students that can be tested at a time: No limit with software; students need access
to computers, Chromebooks, iPads and headphones

Measure consumable: No, administered online

Administration direction format: A PDF of the user guide is always available online to teachers
with directions and checklists for administration. Teachers can show training videos to students
ahead of time. Students watch a short video each time they log that explains how the test works
and gives directions. Building administrators can provide a script for teachers to follow if needed.

Scoring and interpretation information:

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On what basis are the face validity of the test questions and the content defined?

iReady test questions were build off the Common Core State Standards in Reading and
Math. In addition, iReady covers more than 90% of assessable standards in Grades K-8 as well as
most standards in High School Math and Reading. Over 100 teachers and principals participated
in the last standard setting exercise in 2014. All i-Ready test items undergo final review from
classroom teachers and principals. They review items for: alignment to the standards, rigor,
construct quality standards (including content correctness), fairness and sensitivity issues.
Student reports can be viewed that show exactly which standards the students have been
tested on beginning in Kindergarten all the way through grade 12. A white checkmark next to the
standard indicates that the standard was tested. A green checkmark next to the standard indicates
that the standard was tested and mastered.
Teachers in our district who have watched students take the test report that the material
seems to match the standards but those who teach lower grades have questioned how the material
was presented. For example, a student in first grade being tested on phonemic awareness must
manipulate the mouse to click on a total of five audio buttons; one for the question and four other
answer choices. On those types of questions there are no pictures so not only do students need to
click on all the audio buttons but they must remember what they all say. Because of online
environment for younger grade (K-1) teachers wonder if the test is testing content knowledge or
computer skills like the use of a mouse.

What is the quality and representativeness of the normative reference group?

i-Ready Diagnostic worked with Curriculum Associates and the Education Research
Institute of America in New York to comparatively study the relationship between their test and
that of the state of New York in 2012-2013 school year. The normative reference group included
six thousand and five hundred students from grades 3-8 that were enrolled in twenty-two schools
across five districts. This diversity allowed for the normative reference group to be of great variety
in both age, gender, and socioeconomic levels (page 2 - i-Ready Diagnostic New York State
Validity Study). The i-Ready Diagnostic was also approved by high profile review committees in
New York, Ohio, Virginia, Chicago, and Dallas that supported its validity and reliability amongst
different groups and in accordance to the Common Core Standards.
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What is the reliability and standard error of measurement for each subtest and total scale?

There are several factors that contribute to iReadys reliability. iReady is designed to be
given multiple times throughout the year and uses the same forms over time. The test is adaptive
so students will not be given too many easy or difficult items and the guessing effect is diminished
as once they get difficult questions wrong the diagnostic adjusts to a lower level. The length of the
test is appropriate for most students and students can take breaks, finish at another time, and are
even given short game breaks as part of the test in grades K-5.
The i-Ready Diagnostic assessments are built on the Item Response Theory (IRT) model,
in which the Standard Error of Measurement (SEM) is a key measure of the tests reliability. The
table below shows average overall score SEM across all Diagnostic assessments taken during the
20132014 school year. The table also shows that there are not significant differences in the SEM
for Title One schools. Comparisons of student who are English Language Learners and students in
Special Education also had similar SEMs.
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There are two additional scores are provided by iReady that add to its reliability:
Mathematics Quantile Performance: The i-Ready Diagnostic Diagnostic Math Assessment
has been statistically linked with the Quantile Framework to provide students with a
Quantile score each and every time they take the Diagnostic Math Assessment.

Reading Lexile Performance: The i-Ready Diagnostic Reading Assessment has been
statistically linked with the Lexile Framework to provide students with a Lexile score each
and every time they take the Diagnostic Reading Assessment.

What is the published validity of the the test? How was it determined? Does it seem to be
appropriate and linked to its measurement goals?

According to the three pillars of test validity, i-Ready Diagnostic is approved to be valid.
There is fidelity to the construct that was promised to be tested. The test blueprint provided
ensures that questions will be based on Common Core Standards by using Lexiles measure and
Quantile measures. All items went through extensive field testing to confirm appropriate grade
placement, and passage were reviewed by subject matter experts for their appropriateness for
Reader and Task Complexity (page 10 - The Science Behind i-Readys Adaptive Diagnostic).
Data reports after the test can be broken down to show the overall achievement of students in
reference to specific standards.
The state of New York has showing that there is a 95%-99% correlation in English
Language Arts and Mathematics between the scores of students who took the i-Ready diagnostic
and the state test. This correlation, which was amongst all grade levels, allows test administrators
to see a direct links to the goals of assessing the Common Core while also adhering to their own
respective state standards. (page 3 - i-Ready Diagnostic New York State Validity Study)

If you had a choice, would you recommend the test you have reviewed for use in your school?
Explain.

My school district currently gives the i-Ready Diagnostic to students in grades 1-12. At this
point I would recommend a limited use for a school district due to the follow positives and
negatives depending on how these factors affect a particular district or school.
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The i-Ready Diagnostic provides a tool that can highlight areas of instructional need in
English Language Arts and Mathematics that is easy to administer and provides immediate results.
Due to the simplicity of the data points provided, the results can provide a tool for two-way
communication between the teacher/school and the student/parent on the current levels of that
particular student. All stakeholders can move forward and use the data to place student in the
appropriate intervention classes in order to advance their skills set. Schools and teachers can
review the data to support students performance in the classroom, although it is difficult to link the
test to state standards or assessments due to its ever-changing nature. Stakeholders in the school
building can work together develop a culture of test takers. Additionally, the i-Ready Diagnostic
can monitor the speed at which students are answer questions, therefore proving if they are rushing
through the test and not answering it with authenticity, to which in the moment the test can be
reset. This an influential teaching moment and further practice to online state assessments.
Finally, if data is shared with all teachers, than other subject based instructors can use it as a
common tool for collaboration and help incorporate best practices for the current level of the
student. iReady also has an individualized online instructional program which can provide real
time intervention to students. Our district has not yet purchased the instructional piece as it is
quite costly.
There are also some concerns with using iReady the same way with all students in grades
K-12. Teachers in grades K-1 question the level in which students need to be familiar with using a
computer to answer all questions, particularly in the phonemic awareness and phonics domains of
the test. They much prefer the one-on-one time spent with individual students using a universal
screener such as Dibels and feel it is gives more accurate information. My recommendation would
be to not use iReady at all with Kindergarten students and still use other hands assessments with
first graders to gain a clear picture of what students are able to do.
Teachers in all levels struggle with student attention and motivation while taking iReady.
Reading passages and some of the other elements on the test have not changed over time, therefore
causing some student test fatigue, particularly in Middle School and High School. Additionally,
even though the test can be reset there are still students who rush through the test and click through
randomly to finish quickly. Conversely, other students sometimes get frustrated when material
becomes too difficult for them which is part of the adaptive nature of the test. Higher achieving
high school students have stated that they feel like it is not an effective measure because they have
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proven their ability by taking higher classes and feel retaking the iReady diagnostic over and over
again is a waste of their time. Therefore, I would suggest administering iReady once at the
beginning of the year to all students in high school. If students come out as meeting the grade
level benchmark at the beginning of the year, they would not have to retake the test later that year.
Students would be more motivated to do well at the beginning of the year knowing that might be
the only time they would have to complete the diagnostic.
There are also issues with the test being administered online. The platform can be accessed
from desktop computers, Chromebooks or iPads but schools have to have enough access to these
devices to avoid scheduling nightmares. Students in grades K-7 also need access to quality
headphones. In our district we have experienced issues with computers freezing or logging
students out even when our devices and network have meet all technical specifications which is
extremely frustrating for students. From what we have experienced, the issues seem to be on
iReadys end of things; possibly when too many students across the country are using the system at
the same time. If these issues were solved, the experience would be much better for students and
teachers.
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Resources

Curriculum Associates. (2015). The Science Behind iReadys Adaptive Diagnostic. Retrieved from

http://i-readycentral.com/research/

Curriculum Associates.(2015). iReady for Title 1 Schools. Retrieved from

http://i-readycentral.com/research/

Curriculum Associates. (2015). iReady Diagnostic & Instruction. Retrieved from

http://i-readycentral.com/research/

Educational Research Institute of America. (2013). iReady Diagnostic New York State Validity

Study; Curriculum Associates, LLC. Retrieved from

http://www.scotiaglenvilleschools.org/emailforms/i_ReadyNY_validitystudy.pdf

"I-Ready." I-Ready. Curriculum Associates, LLC, n.d. Web. 15 Apr. 2016.

<http://www.curriculumassociates.com/products/iready/diagnostic-instruction.aspx>.