Assessment

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Work Sampling System (WSS)

The Work Sampling System (WSS) systematically documents children’s skills, knowledge, behavior, and academic accomplishments to enhance instruction and improve learning. This valid, research-based performance assessment uses three interrelated elements – Developmental Guidelines and Checklists, Portfolios, and Summary Reports – to understand and communicate what students are learning, what they are beginning to master, and what they still need to work on. WSS helps individualize instruction while meeting accountability and reporting mandates. Use this practical proven system to:

• Assess students with the most highly research-based, validate performance assessment tool available to ensure success.
• Affords opportunities to observe children’s learning, record the information in a portfolio, and prepare them for early grades.
• Improve instruction while fitting into existing curricula.
• Chart children’s growth in seven domains of learning including: personal and social development, language and literacy, mathematical thinking, scientific thinking, social studies, the arts, and physical development and health.
• Streamline reporting and data aggregation to help you meet the accountability requirements of No Child Left Behind.

 
Research
Research findings have confirmed validity of The Work Sampling System through many studies. In a validly study conducted in 17 urban Title I classrooms, WSS ratings were compared to students’ scores on the nationally-normed, standardized Woodcock Johnson Psychoeducational Battery-Revised (WJ-R). WSS correlated well to the standardized test results and was found to be a stronger predictor of test scores than demographic variables. A related study shows 8 to 25 times higher improvement in performance on a standardized achievement test in WSS students versus matched non-WSS peers.

The Work Sampling System:  Reliability and Validity of a Performance Assessment for Young Children
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Trusting Teachers' Judgments: A Validity Study of a Curriculum-Embedded Performance Assessment in Kindergarten to Grade 3
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School Readiness in Childcare Settings: A Developmental Assessment of Children in 22 Accredited Child Care Centers
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Authors
Program Authors include Samuel J. Meisels, Judy R. Jablon, Dorothea B. Marsden, Margo L. Dichtelmiller, and Aviva B. Dorfman.

WSS in South Carolina:

All classes in the Child Development Education Pilot Program (CDEPP) are required to use WSS as their child assessment program. Go to ..\..\word\CDEPP\WSSKeyPoints.doc for SC requirements and Key points.

South Carolina Readiness Assessment (SCRA)

What is South Carolina Readiness Assessment?

The Education Accountability Act of 1998 requires that the Department of Education develop or select readiness assessment to determine students' readiness for first and second grade. SCRA is an unobtrusive measure that relies on teacher observation and documentation. It is an adaptation of the Work Sampling System, and was field-tested statewide in 2000-01. The EAA provides that the results of the assessment are not to be used for either the retention of students or accountability.

Who takes SCRA?

All children in kindergarten and grade one participate in SCRA.

When is SCRA administered?

The assessment system is checklist-based and relies of the collection of information during intervals within the school year. Completed checklists are submitted for state scoring at the end of the school year.

Related Links:

SCRA Developmental Guidelines - http://ed.sc.gov/agency/offices/assessment/Programs/SCRA/SCRAGuidelines032805.pdf

SCRAPI Help Pages - ..\..\word\Assesment\scrapih.doc

Ohio Diagnostic Assessment

The State Board of Education (SBE) approved the Ohio Diagnostic Assessment as South Carolina's formative reading assessment for grades one and two.  In accordance with the legislation, beginning with the 2007-08 school year, for grades one and two, schools will be required to use this assessment. In an effort to stay within the parameters of the legislation, and given the concerns that have been expressed, we are going to try to be as flexible as possible with implementation of the Ohio Diagnostic Assessment. We have been working with General Counsel and an advisory group to address the needs of all districts in meeting the requirements of the law. Additional information regarding flexibility in implementation will be shared at the orientation sessions announced below. 

A proviso was passed by the General Assembly, which provides exemptions to districts that are currently using other formative reading assessments because of the district’s participation in grant programs. In lieu of the Ohio Diagnostic Assessment, participating districts may continue to use DIBELS if they have at least one school participating in the Positive Behavioral Intervention and Supports program supported by the Office of Exceptional Children, or continue to use the Dominie if they have at least one school participating in South Carolina Reading First or one of the other South Carolina Reading Initiatives (this would include SC READS and SCRI K-5 phases 2-4).