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Tests as mediational means that enact relations of power Tools encapsulate discursive truths Normalize particular truths while marginalizing others Surveillance, classification, distribution, governance Power as a relationship to strugglef98(*$$7  $7$#$ 6 waf$MethodsTwo researchers at each site in the US: Northeast, Midwest, & Northwest Participants 32 third-grade students 10 each from Northeast & Northwest sites 12 from Midwest, all enrolled in Title I (program for low-income students)RUZZH ) J Data Collection: DIBELS One-minute DIBELS Oral Reading Fluency (DORF) & Retelling Fluency (RTF) for three mid-year third-grade benchmark stories Oral fluency scores: correct words per minute Retelling scores: number of words in a one-minute retellingD|lJ((1(l  $dGt Data Collection: QRI-4 Oral reading of graded word lists, graded narrative passages, retelling, questions Total accuracy Total acceptability Correct words per minute Miscues Retelling: number of idea units Percentage of comprehension questions answered correctly0TPPT($w)RatingsmDIBELS High Risk, Some Risk, Low Risk QRI Independent, Instructional, Frustration Teachers High, Average, Low(  '   Me#Data Collection: InterviewsStudents Views of reading process & themselves as readers Responses to each test, possible improvements Comparison of tests Midwest Title I teacher who worked with students Ways she uses DIBELS Evaluation of DIBELSz s1* *1$.$  $$1**$!-  :  7  s'FindingsDIBELS tends to position readers away from the middle while QRI tends to place them toward the middle. Category labels contribute to positioning: DIBELS assigns all readers to a risk category; QRI labels according to independence with text.D_g+//  t( DORF/RTF may misidentify: Students who sound fluent, but do not comprehend well Students who do not sound fluent, but who comprehend proficiently Cannot identify using only speed & accuracyFx,6A- ,z* Assessment tools influence students views of the reading process, of proficient reading, and of themselves as readers. DIBELS: rate and accuracy, not comprehension  How fast I can do the words QRI: overall ability as readers, sometimes comprehension  How good I can read ;  If you know what the paragraph means ;  I can answer questions about the story. x-9ow(*-   9 $ l  $$$t1rV'!8  -60% of students thought QRI told more about them as readers, primarily because they were able to finish the stories.  You didn t stop me in the middle of the story, and you can see how I read the rest of the story. ZwZfZ...  .u(. b$  ($$(((($g% JOverwhelming majority of children said they liked both tests Wide variation in suggestions for improving tests (add pictures, make it funnier, add sports or mysteries, add/take out hard words) One child suggested not taking the tests:  Have people read any book they want to the teacher. NZcZZ=c ,)8M  -Students reproduced discursive knowledge as embodied by DIBELS, focusing on reading as speed and accuracy. -Students also resisted the dominant discourse, noting that they wanted to finish reading or not be required to take reading tests.(n$MG DIBELS has the potential to mediate teachers views of students and of the reading process. Interview with Annette, Title I teacher from the Midwest, who worked with the students who were tested(\h\h,6H Annette accepted dominant discourse -Accepted concepts of grade level & risk level -Accepted fluency as a measure of overall reading proficiency -Used proficiency-monitoring graphs of students rate to motivate them to spend time reading #(((   ((( ((@  (b$$((((:  1 0  I Annette resisted dominant discourse -Included prosody in her concept of fluency along with rate & accuracy Worked with students on what good reading sounds like -Used 1-minute retelling to gauge comprehension and taught comprehension strategies: -include main points in retelling -slow down to pick up important ideas - share what they ve read in book talks uZ$(I((5  (V(((  $$ (( %,, *00 44(88(<<($&  XJ NAnnette s messages for students: -Readers improve by spending time reading. -Reading is making meaning, and the more one reads, the faster one will be able to read. <!+Z , vK -DIBELS has mediated Annette s thinking about readers & reading on some points. -Annette draws on other discourses about reading and assessment on other points. -Evidence of a teacher trying to make meaning as she is immersed in multiple discourses. <ZQ(R(Y(  (>_{L ConclusionsVDIBELS acts as a mediational means that: Normalizes fluency (narrowed to rate & accuracy) as what counts as proficient reading Influences children s & teachers internalization of dominant discursive truths of reading, readers, assessment & instruction Categorizes all children at some level of riskD))V~. > (8h& Children and teachers draw on alternative discourses to critique and contest dominant discursive truths that would position them in limited and limiting ways./) 9QRSWXYZ[\]ijk l!m"n#o$u%v&x'{(Psx,, g(HH(dh  ̰` !!d]"ٱi{T!qh>?" dd7?|?" dd57. 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Tests as mediational means that enact relations of power Tools encapsulate discursive truths Normalize particular truths while marginalizing others Surveillance, classification, distribution, governance Power as a relationship to strugglef98(*$$7  $7$#$ 6 waf$MethodsTwo researchers at each site in the US: Northeast, Midwest, & Northwest Participants 32 third-grade students 10 each from Northeast & Northwest sites 12 from Midwest, all enrolled in Title I (program for low-income students)RUZZH ) J Data Collection: DIBELS One-minute DIBELS Oral Reading Fluency (DORF) & Retelling Fluency (RTF) for three mid-year third-grade benchmark stories Oral fluency scores: correct words per minute Retelling scores: number of words in a one-minute retellingD|lJ((1(l  $dGt Data Collection: QRI-4 Oral reading of graded word lists, graded narrative passages, retelling, questions Total accuracy Total acceptability Correct words per minute Miscues Retelling: number of idea units Percentage of comprehension questions answered correctly0TPPT($w)RatingsmDIBELS High Risk, Some Risk, Low Risk QRI Independent, Instructional, Frustration Teachers High, Average, Low(  '   Me#Data Collection: InterviewsStudents Views of reading process & themselves as readers Responses to each test, possible improvements Comparison of tests Midwest Title I teacher who worked with students Ways she uses DIBELS Evaluation of DIBELSz s1* *1$.$  $$1**$!-  :  7  s'FindingsDIBELS tends to position readers away from the middle while QRI tends to place them toward the middle. Category labels contribute to positioning: DIBELS assigns all readers to a risk category; QRI labels according to independence with text.D_g+//  t( DORF/RTF may misidentify: Students who sound fluent, but do not comprehend well Students who do not sound fluent, but who comprehend proficiently Cannot identify using only speed & accuracyFx,6A- ,z* Assessment tools influence students views of the reading process, of proficient reading, and of themselves as readers. DIBELS: rate and accuracy, not comprehension  How fast I can do the words QRI: overall ability as readers, sometimes comprehension  How good I can read ;  If you know what the paragraph means ;  I can answer questions about the story. x-9ow(*-   9 $ l  $$$t1rV'!8  -60% of students thought QRI told more about them as readers, primarily because they were able to finish the stories.  You didn t stop me in the middle of the story, and you can see how I read the rest of the story. ZwZfZ...  .u(. b$  ($$(((($g% JOverwhelming majority of children said they liked both tests Wide variation in suggestions for improving tests (add pictures, make it funnier, add sports or mysteries, add/take out hard words) One child suggested not taking the tests:  Have people read any book they want to the teacher. NZcZZ=c ,)8M  -Students reproduced discursive knowledge as embodied by DIBELS, focusing on reading as speed and accuracy. -Students also resisted the dominant discourse, noting that they wanted to finish reading or not be required to take reading tests.(n$MG DIBELS has the potential to mediate teachers views of students and of the reading process. Interview with Annette, Title I teacher from the Midwest, who worked with the students who were tested(\h\h,6H Annette accepted dominant discourse -Accepted concepts of grade level & risk level -Accepted fluency as a measure of overall reading proficiency -Used proficiency-monitoring graphs of students rate to motivate them to spend time reading #(((   ((( ((@  (b$$((((:  1 0  I Annette resisted dominant discourse -Included prosody in her concept of fluency along with rate & accuracy Worked with students on what good reading sounds like -Used 1-minute retelling to gauge comprehension and taught comprehension strategies: -include main points in retelling -slow down to pick up important ideas - share what they ve read in book talks uZ$(I((5  (V(((  $$ (( %,, *00 44(88(<<($&  XJ NAnnette s messages for students: -Readers improve by spending time reading. -Reading is making meaning, and the more one reads, the faster one will be able to read. <!+Z , vK -DIBELS has mediated Annette s thinking about readers & reading on some points. -Annette draws on other discourses about reading and assessment on other points. -Evidence of a teacher trying to make meaning as she is immersed in multiple discourses. <ZQ(R(Y(  (>_{L ConclusionsVDIBELS acts as a mediational means that: Normalizes fluency (narrowed to rate & accuracy) as what counts as proficient reading Influences children s & teachers internalization of dominant discursive truths of reading, readers, assessment & instruction Categorizes all children at some level of riskD))V~. > (8h& Children and teachers draw on alternative discourses to critique and contest dominant discursive truths that would position them in limited and limiting ways./) 9QRSWXYZ[\]ijk l!m"n#o$u%v&x'{(P sx,, g(HH(dh r??{0($@ r  ] 2Document Word.Document.80.MicrosoRdO)@PicturesJPowerPoint Document(oCSummaryInformation(so      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abgpqrtnuvwxyz{|}~th  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefgijklmnopqrsuvwxyz{|}~DocumentSummaryInformation8pCurrent User      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnpqrstuvwxyz{|}~u      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstvwxyz{|}~ sity of Missouri  %@0       P@Ph___PPT2001D<4Xb___PPTMac11b@f   hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&MonotPowerPoint PresentationPowerPoint PresentationPowerPoint PresentationPowerPoint Presentation ConclusionsPowerPoint Presentation  Fonts UsedDesign TemplateEmbedded OLE Servers Slide TitlesP :B_PID_LINKBASEAC_B+College Of Education University of MissouriCollege Of Education Univerype Typography    hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography  hnamd` Arial&Monotype Typography(\<   hnamd` Arial&Monotype Typography,    hnamd` Arial&Monotype Typography,    hnamd` Arial&Monotype Typography,    hnamd` Arial&Monotype Typography      hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography    hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography "0   hnamd` Arial&Monotype Typography.    hnamd` Arial&Monotype Typography.     hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography     |namdtTimes New Roman&Monotype Typography(    hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography   L   hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography*    hnamd` Arial&Monotype Typography  !   hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography     hnamd` Arial&Monotype Typography$    hnamd` Arial&Monotype Typography$    hnamd` Arial&Monotype Typography$    hnamd` Arial&Monotype Typography$ $H   hnamd` Arial&Monotype Typography.    hnamd` Arial&Monotype Typography(    hnamd` Arial&Monotype Typography(     hnamd` Arial&Monotype Typography( )d   hnamd` Arial&Monotype Typography.    hnamd` Arial&Monotype Typography.    hnamd` Arial&Monotype Typography.    hnamd` Arial&Monotype Typography. #L   hnamd` Arial&Monotype Typography(    hnamd` Arial&Monotype Typography(    hnamd` Arial&Monotype Typography. 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Tests as mediational means that enact relations of power Tools encapsulate discursive truths Normalize particular truths while marginalizing others Surveillance, classification, distribution, governance Power as a relationship to strugglef98,*$$7  $7$#$ 6 waf$MethodsTwo researchers at each site in the US: Northeast, Midwest, & Northwest Participants 32 third-grade students 10 each from Northeast & Northwest sites 12 from Midwest, all enrolled in Title I (program for low-income students)\UZZH, ,,)  ,J, Data Collection: DIBELS One-minute DIBELS Oral Reading Fluency (DORF) & Retelling Fluency (RTF) for three mid-year third-grade benchmark stories Oral fluency scores: correct words per minute Retelling scores: number of words in a one-minute retellingD|lJ((1(l  $dGt Data Collection: QRI-4 Oral reading of graded word lists, graded narrative passages, retelling, questions Total accuracy Total acceptability Correct words per minute Miscues Retelling: number of idea units Percentage of comprehension questions answered correctly0TPPT($w)RatingsmDIBELS High Risk, Some Risk, Low Risk QRI Independent, Instructional, Frustration Teachers High, Average, Low(  '   Me#Data Collection: InterviewsStudents Views of reading process & themselves as readers Responses to each test, possible improvements Comparison of tests Midwest Title I teacher who worked with students Ways she uses DIBELS Evaluation of DIBELSz s1* *1$.$  $$1**$!-  :  7  s'FindingsDIBELS tends to position readers away from the middle while QRI tends to place them toward the middle. Category labels contribute to positioning: DIBELS assigns all readers to a risk category; QRI labels according to independence with text.D_g+//  t( DORF/RTF may misidentify: Students who sound fluent, but do not comprehend well Students who do not sound fluent, but who comprehend proficiently Cannot identify using only speed & accuracyFx,6A- ,z* Assessment tools influence students views of the reading process, of proficient reading, and of themselves as readers. DIBELS: rate and accuracy, not comprehension  How fast I can do the words QRI: overall ability as readers, sometimes comprehension  How good I can read ;  If you know what the paragraph means ;  I can answer questions about the story. x-9ow(*-   9 $ l  $$$t1rV'!8  -60% of students thought QRI told more about them as readers, primarily because they were able to finish the stories.  You didn t stop me in the middle of the story, and you can see how I read the rest of the story. ZwZfZ...  .u(. b$  ($$(((($g% JOverwhelming majority of children said they liked both tests Wide variation in suggestions for improving tests (add pictures, make it funnier, add sports or mysteries, add/take out hard words) One child suggested not taking the tests:  Have people read any book they want to the teacher. NZcZZ=c ,)8M  -Students reproduced discursive knowledge as embodied by DIBELS, focusing on reading as speed and accuracy. -Students also resisted the dominant discourse, noting that they wanted to finish reading or not be required to take reading tests.(n$MG DIBELS has the potential to mediate teachers views of students and of the reading process. Interview with Annette, Title I teacher from the Midwest, who worked with the students who were tested(\h\h,6H Annette accepted dominant discourse -Accepted concepts of grade level & risk level -Accepted fluency as a measure of overall reading proficiency -Used proficiency-monitoring graphs of students rate to motivate them to spend time reading #(((   ((( ((@  (b$$((((:  1 0  I Annette resisted dominant discourse -Included prosody in her concept of fluency along with rate & accuracy Worked with students on what good reading sounds like -Used 1-minute retelling to gauge comprehension and taught comprehension strategies: -include main points in retelling -slow down to pick up important ideas - share what they ve read in book talks uZ$(I((5  (V(((  $$ (( %,, *00 44(88(<<($&  XJ NAnnette s messages for students: -Readers improve by spending time reading. -Reading is making meaning, and the more one reads, the faster one will be able to read. <!+Z , vK -DIBELS has mediated Annette s thinking about readers & reading on some points. -Annette draws on other discourses about reading and assessment on other points. -Evidence of a teacher trying to make meaning as she is immersed in multiple discourses. <ZQ(R(Y(  (>_{L ConclusionsVDIBELS acts as a mediational means that: Normalizes fluency (narrowed to rate & accuracy) as what counts as proficient reading Influences children s & teachers internalization of dominant discursive truths of reading, readers, assessment & instruction Categorizes all children at some level of riskD))V~. > (8h& Children and teachers draw on alternative discourses to critique and contest dominant discursive truths that would position them in limited and limiting ways./) 9QRSWXYZ[\]ijk l!m"n#o$u%v&x'{(PL@sx,, g(HH(dh q  @ |tL ( mmi[aideyletsopT L` L # `HM!   l L C HM!  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