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CTOPP - 2
Comprehensive Test of Phonological Processing
- Assessment FOR learning
"Assessment FOR learning is the use of a task or an activity for the purpose of determining student progress during a unit or block of instruction" (Takahashi's, 2015).
Danielle Stephens
ED 682
Summer 2015
Literacy Assessment Presentation
6.22.2015
- No public debate over this assessment
- Reviewed by Lennon and Slesinski in 2001
- "overall a theory-based well researched instrument for cognitive -linguistic functioning" (Lennon and Slesinksi, 2001).
Broken into 5 Sub-test scores:
- Phonological Awareness Composite Score
- Phonological Memory Composite Score
- Rapid Symbolic Naming Composite Score
- Rapid Non-Symbolic Naming Composite Score
- Alternate Phonological Awareness Composite Score
Main Idea
- Norm Referenced Test
- Administration time: 30-40 minutes
- Ages 4:0 to 24:11
- Administered individually
- Scored on paper or using software
- Used to "identify individuals who may benefit from instructional activities to enhance their phonological skills" (MHS, 2015).
Pro's and Con's
Cons
- Difficult to test due to one-to-one testing (individual)
- To identify those students who are significantly below their peers working with phonics
- To determine the students' strengths and weaknesses in processing sounds
- To document student's progress in RTI
- To measure and investigate phonological processing amongst students
Retrieved from MHS, 2015
Pros
- Valid and Reliable
- Proven to be theory-based
- Variety of sub-tests
- Scoring based on a composite score of all sub-tests
- PACS: 3 sub-tests combined to assess the student's awareness of the phonological structure of language orally.
- PMCS: 2 sub-tests combined to assess the student's ability to process information phonologically and store it for short-term memory.
- RSNCS: 2 sub-test combined to assess the individual's ability to retrieve information from their long-term memory.
- RNNCS: 2 sub-tests combined to assess children's ability to retrieve information using objects and colors.
- APACS: an alternative test formed by blending non-words and segmenting non-words and used to measure the student's phonological awareness
References
- Lennon and Slesinski. (2001). Test Reviews and Comments. Retrieved on June 21, 2015 from http://www.myschoolpsychology.com/wp-content/uploads/2014/02/Test-Reviews.pdf
- Takahashi, K.. (2015). Assessment For, As, and Of Learning. Retrieved on June 21, 2015 from http://www.tvdsb.ca/webpages/takahashid/techdia.cfm?subpage=128207
- MHS. (2015). Psychological Assessment and Services. Retrieved on June 21, 2015 from http://www.mhs.com/product.aspx?gr=edu&prod=ctopp2&id=overview
Data that can be assessed
Public debate over the test
Sub-test Scores Assessed
Explanation
Purpose
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