Author: Collette Huffman
Introduction
In literacy assessment, educators use various tools to measure students' skills and identify areas for improvement. Two common types of assessments are DIBELS (Dynamic Indicators of Basic Early Literacy Skills) and criterion-referenced assessments. Though both aim to evaluate literacy skills, they serve different purposes and provide distinct types of data to support students’ educational progress.
What is DIBELS?
DIBELS is a set of short, standardized tests designed to measure early literacy skills in students, particularly those in kindergarten through grade 6. The assessment focuses on identifying students' proficiency in essential reading skills such as phonemic awareness, fluency, and comprehension. DIBELS results are typically used to monitor student progress, detect reading difficulties, and provide timely interventions for students who need additional support.
Purpose of DIBELS:
Early Identification of Struggling Readers:Â DIBELS helps to identify students who may be at risk for reading difficulties, enabling early interventions before problems worsen.
Progress Monitoring:Â Teachers use DIBELS to track students' reading growth over time, adjusting instruction as needed.
Data for Targeted Interventions:Â The specific skills tested by DIBELS (e.g., phonemic awareness, fluency) allow teachers to focus on areas that need improvement and provide targeted interventions.
Standardized Measures:Â Since DIBELS is a standardized assessment, it allows for comparisons across students and schools, providing a clear picture of how individual students are progressing relative to their peers.
What is Criterion-Referenced Assessment?
A criterion-referenced assessment evaluates students based on whether they have achieved specific learning objectives or standards, regardless of how other students perform. In the context of literacy, these assessments often involve tasks like writing samples, comprehension questions, and vocabulary assessments. The goal is to determine whether a student has mastered a particular set of skills or knowledge at a specific point in time.
Purpose of Criterion-Referenced Assessments:
Mastery of Specific Skills:Â The focus is on whether students have achieved specific literacy skills, such as understanding vocabulary, reading comprehension, or writing proficiency, according to predefined criteria or standards.
Aligning with Standards:Â These assessments are aligned with curriculum standards and are used to measure how well students are meeting those standards.
Individualized Feedback:Â Since the assessment measures progress against specific criteria, it provides detailed insights into areas where students may need additional instruction or practice.
Comprehensive Understanding:Â Criterion-referenced assessments are often more comprehensive than DIBELS and may cover a broader range of literacy skills, such as writing and critical thinking, in addition to reading.
Comparison of DIBELS and Criterion-Referenced Assessment
Feature | DIBELS | Criterion-Referenced Assessment |
Purpose | Early identification of reading difficulties and progress monitoring | Measuring student mastery of specific literacy skills or standards |
Focus | Phonemic awareness, fluency, and comprehension | It can include a broader range of literacy skills, including writing and comprehension |
Data Type | Standardized, norm-referenced data | Individual progress against a set of criteria or standards |
Frequency | Regular, ongoing monitoring to track progress | Often administered at the end of a unit, semester, or academic year |
Type of Intervention | Targeted, skill-specific interventions based on specific deficits | Instruction aimed at helping students master specific skills or standards |
Usage | Identifies at-risk students for early intervention | Assesses overall student learning and mastery of a given subject |
Conclusion
DIBELS and criterion-referenced assessments both serve valuable roles in literacy education. DIBELS is especially useful for identifying early signs of reading difficulties and monitoring progress over time, while criterion-referenced assessments offer a broader picture of student mastery and understanding of literacy skills within a specific curriculum or standard. Together, these assessments can provide educators with a comprehensive understanding of students’ strengths and areas in need of improvement, guiding effective instructional decisions.