FAQ: PROBE - GENERAL QUESTIONS
CURRENTLY SIX GENERAL OUESTIONS
3. Can I use PROBE with students under 7 years old?
CURRENTLY SIX GENERAL OUESTIONS
1. How much time is needed to assess a student?
Factors that may affect the time taken are:
◊ age of student.
◊ speed of student’s reading.
◊ your own level of familiarity with the assessment.
Assessing one student normally takes 15 – 30 minutes.
If you haven’t used this test before or if the student has had no previous PROBE assessment result the time taken will be on the high side.
The use of the PROBE Determiner can certainly speed up the time it takes - particularly once you learn how to use this pre-test effectively.
Sometimes you may use around 5 or 6 PROBE texts to establish a reading age. Other times it may be 3 or 4. If you have assessed a student previously it will take less time, as you are simply moving forward from the last result.
◊ age of student.
◊ speed of student’s reading.
◊ your own level of familiarity with the assessment.
Assessing one student normally takes 15 – 30 minutes.
If you haven’t used this test before or if the student has had no previous PROBE assessment result the time taken will be on the high side.
The use of the PROBE Determiner can certainly speed up the time it takes - particularly once you learn how to use this pre-test effectively.
Sometimes you may use around 5 or 6 PROBE texts to establish a reading age. Other times it may be 3 or 4. If you have assessed a student previously it will take less time, as you are simply moving forward from the last result.
2. How many times in a year should I assess with PROBE?
It depends on the setting you are working in, the amount of time you can commit and the comprehension teaching you are doing.
The short answer is at least twice a year.
You should be aiming to have at least a pre and post assessment. The pre-test is to find out what your students' strengths and weaknesses are and what direction your comprehension teaching programme needs to take - whether it be with a whole class, a group or an individual.
The pre-assessment could be conducted at the beginning of the year or at the beginning of a significant teaching time. The post test is to measure improvement. This could be conducted at the end of the year or at the end of a significant teaching time. Some teachers find it useful to assess part way through a programme to check that they are making measurable progress.
Just be careful that you don't overtest.
The short answer is at least twice a year.
You should be aiming to have at least a pre and post assessment. The pre-test is to find out what your students' strengths and weaknesses are and what direction your comprehension teaching programme needs to take - whether it be with a whole class, a group or an individual.
The pre-assessment could be conducted at the beginning of the year or at the beginning of a significant teaching time. The post test is to measure improvement. This could be conducted at the end of the year or at the end of a significant teaching time. Some teachers find it useful to assess part way through a programme to check that they are making measurable progress.
Just be careful that you don't overtest.
3. Can I use PROBE with students under 7 years old?
The answer is: NO, YES and YES
NO: If a child is at the emergent level, or has a very limited reading vocabulary.
YES: Use Option 3 (Listening Comprehension) if you suspect the child’s understanding of texts may be higher than his or her ability to independently read the words.
YES: Use Option 1 (Informal Prose Inventory) if you have children with a high decoding ability to check if their comprehension is equally high.
FOR EXAMPLE: A six-year-old has an 10-11 year decoding age. PROBE Reading Assessment indicates an 8-9 year reading age. (A PROBE reading age being a combination of decoding & comprehension) The result suggests that the main focus of the guided reading program for this child should be on comprehension. The texts do not have to have high decoding levels for the purpose. Words in high level texts may be easily read by younger children, but the concepts can be beyond them.
4. When do I stop an assessment?
When the reading age of the student you are assessing has been revealed, stop assessing. This is when a combination of at least 96% decoding and 70% comprehension has been achieved. Note that the fiction result may not be the same as the non-fiction result.
5. Part of a question is correct - do I give 1/2 a mark?
NO. A half mark should never be given.
NO. A half mark should never be given.
When there is a two part question (when the first part is closed e.g responding yes/no) both parts must be answered correctly. The student must qualify the initial response using information contained in the text. It is the second part of the answer that shows whether the student has comprehended the text or not.
If a student answers ‘yes’ or ‘no’ correctly, it may only be a guess. Their next response will tell whether this is so. The second part of the answer must show clearly that the student is using relevant information. A close answer is not a correct answer.
6. Is an ALMOST correct answer marked right, or can I
give a 1/2 mark?
NO. You are in danger of falling into the sympathy trap – where you think they deserve a mark (or half mark) for trying or for coming close to the correct answer. This defeats the purpose of the assessment. Remember you are trying to find out what they know and what they need to learn. Your analysis of the answer will show you what they are missing in their answer, which gives you a teaching point. Marking a question right when it is wrong means that the teaching opportunity has been missed.
give a 1/2 mark?
NO. You are in danger of falling into the sympathy trap – where you think they deserve a mark (or half mark) for trying or for coming close to the correct answer. This defeats the purpose of the assessment. Remember you are trying to find out what they know and what they need to learn. Your analysis of the answer will show you what they are missing in their answer, which gives you a teaching point. Marking a question right when it is wrong means that the teaching opportunity has been missed.
You can ask:
◊ Can you tell me more?
◊ Can you show me where it says that?
◊ Can you tell me more?
◊ Can you show me where it says that?
These questions are objective, and do not lead the student’s thinking in any way. The response will show you whether they really understand or not.