This is a phonemic awareness standard based assessment that measures foundational skills and is specifically designed for English Language Learners who speak another language at home other than English.
This test has a threefold purpose. First, it measures knowledge attainment of phonemic awareness skills without hindering results affected by the time factor. ELLs can concentrate on showing knowledge of the skill with a nationwide approved accommodation of “more time” an accommodation, that is sadly and commonly forgotten.
Second, this assessment measures the same skills at the beginning and end of the year; functioning as a Pre-Post testing measure instead of a progress monitoring tool. As educators, the use of a pre-post model warranties testing same skills at the beginning and end of the year rather than comparing data of different foundational skills. We are consequently comparing “oranges to oranges” and “apples to apples” unlike other measures currently being used in the educational system. Therefore, an assessment including concurrent, content, and predictive validity for ELLs is highly necessary.
Lastly, measuring students’ performance on phonemic awareness at the beginning of the year and at the end is statistically more efficient and scientifically proven to show more accurate growth in learning than other educational testing methodologies.
Dr. Shirley Moux