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Unlocking the Differences between DRA & Fountas & Pinnell Benchmark Assessment System (BAS)

2/7/2016

23 Comments

 
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Hi everyone, it's Becky! I thought I would take a minute to update my most popular post, and add some additional thoughts now that I am currently in my third year of using the Fountas & Pinnell Benchmark Assessment System. I thought this may be a good time to post this topic incase you wanted to have enough time to talk to administrators and teammates about changing your testing process for next year's reading benchmark assessments. This post provides a comparison between the Developmental Reading Assessment (DRA) and the Fountas & Pinnell Benchmark Assessment System (BAS). First, let me state that I am not connected to either of these companies in any way, and am only speaking from my personal experiences and my professional views as an educator and reading specialist.
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Three years ago my district began looking for another reading benchmark assessment because teachers continued to voice our opinion that the DRA was not providing us with an accurate picture of the students' actual reading levels. The major problem: retelling! When giving and scoring the DRA, it was more like the student had to give a complete regurgitation of what they just read, after only reading it ONCE, and without being allowed to look back at the story! You may be thinking, "Wait a minute, don't we teach our students to refer back to the text to answer questions and monitor their own comprehension?!" YES, we do! We ask them to cite evidence from the text, and actually interact with it, so why are we then taking it away from them when assessing their comprehension of a story?! 
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We were  very frustrated that we were asking our students to do something that we ourselves were not even sure we could do! Seriously, when as adults, do we ever have to read something we've only read once and then have to retell it, in order, without looking back at the text?! I can't think of one instance that I have had to do this in the past 10 years!

Luckily I work in a district that does listen to our feedback and, after many years of this same discussion, we were finally given the opportunity to pilot the Fountas & Pinnell Benchmark Assessment System (We call it the BAS...F&P sounded a little too vulgar if said too quickly!). I was lucky enough to be asked to pilot two years ago, and eagerly accepted the task. I took it seriously because I knew that my feedback would be used as part of a major assessment decision for our district. When I piloted, I was told that I had to give the DRA and the BAS during each assessment window. I wasn't happy about the amount of testing I would have to do, but looking back on it, I'm glad that we did it this way because we were able to compare my students' BAS and DRA scores to see if the reading levels matched when they took both assessments. 
My BAS Findings
Comprehension/Retelling: STUDENTS CAN LOOK BACK AT THE BOOK!
This was the biggest and best change from the DRA! Hip Hip Hooray! Finally something that reflects the strategies we teach! (You may not tell them while testing to look in the book, but since we practice this in guided reading, they will do it on their own.) That was always the most stressful part of the DRA because my kids could never remember ALL of the details required to get the advanced score to move on and could never look back for assistance. 
In addition, the BAS encourages more of a text discussion, where it is OK to prompt and ask questions. I always hated that I had to mark my students lower on the score sheet because I had to prompt them for more details. All too often, my students would read a story beautifully, but would get stuck at that level because I had to prompt them during the retelling section of the test.
Fluency: The BAS does have you time them once you reach your higher reading levels, but it does not stop them from passing a level. I use it more of a documentation of their reading rate. I personally do not believe that a certain number of words per minute should be mandated for our students. Not everyone reads at the same rate, and some students like to take their time to really inspect the photos and read the captions before reading the text. Some students are just slower readers, but they are also great at comprehending the text. My goal for my students' fluency is for it to sound fluid, as if they were speaking, but I do not place much emphasis on their words per minute. (Yes, I'm ready for the daggers to be thrown!) I don't need to stress their little minds any more than they already are!
Student Interest: They say you can't judge a book by it's cover, but let's face it...when you're 6, you do! The BAS has two books for each level, one fiction and one non-fiction, and I have to tell you that my kids responded to these texts much more than the DRA. Let's face it, they look more like the books they are reading during guided reading, and their interest level is much higher! My boys, who are usually my toughest customers, were much more interested in the BAS books. There is one level in the BAS where the non-fiction book is all about trucks.  My boys are ALL OVER that one! Another thing I like about the BAS books is that the pictures and text provide more opportunities for the students to use their context clues to solve/decode the words.
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Student & Teacher Stress Level: Since the BAS comprehension section is more like a text discussion, the stress level is much lower, mainly because they can look back at the book. They do not feel the pressure to have to remember every single thing that happened. Once we got to higher leveled DRA books, the stories became longer, leaving more to retell. My kids always ended up giving summaries (another strategy we teach them)...but that was never enough! 
Scores: The year I piloted BAS and gave the DRA, we did a score comparison. On the chart, I highlighted the students who scored higher on the BAS than on the DRA by more than one reading level. 
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**Note, students pass the DRA with an independent score, while the BAS assesses students' instructional reading level. This is why I have highlighted the rows with an increase of more than 1 letter level from DRA to BAS. Theoretically, if you find that a student's independent reading level is an E, you would most likely instruct them at an F, thinking that the next level up would be the instructional level.
As you can see, a large majority of my class scored higher on the BAS than the DRA. This is largely due to the vast differences in the comprehension sections of these tests. Had I only used the DRA as my leveling tool, I would have had a large number of I's in my class. I knew this was truly not the case, and the BAS came through with telling me their true instructional level. Had I kept them all in a level I reading level, I would have been doing them a disservice because they would not have been receiving reading material that challenges them, as well as text that would provide me with the ability to instruct and prompt them when decoding a tough word or understanding vocabulary.

The Time Factor: This is one drawback of the BAS, but it wasn't because of anything negative...my kids just kept passing the levels! I feel this is largely due to the differences in the comprehension sections of the tests. With the DRA, it is difficult to move on to the next level, especially with the higher levels because there is more to regurgitate/ remember/retell. Luckily my district does give us a full day substitute to administer the BAS, and although we do not get them all completed on that day, it does put a dent in our list!
My opinion in Year 3 of BAS: I am now in my third year of administering the BAS to my students, and I continue to be happy with the process and results yielded. One thing I noticed this year that gave me a smile is that my students never experienced the DRA in kindergarten and have never wavered when looking back in the text for assistance when retelling. One may see this as a small victory, but to me, it is a lifetime victory. They have internalized this skill without worry or question.

If you are still reading this post, thanks for sticking with me! If you are interested in the BAS, continue to talk the ear off of your administrator, reading specialists and fellow teachers! You could begin by suggesting to have a few willing faculty members pilot the assessment for a year before making any final decisions. 

I do not claim to know everything about the BAS or the DRA, but I can tell you that the confidence in my kiddos  when assessing has skyrocketed, and in the end I want them to view reading in a positive and exciting light.
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If you do administer the BAS to your students, feel free to grab this recording sheet to use when assessing. It has really helped me stay organized when tracking the books they have read, and deciding which book they will read next. Just click on the image to download! 
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23 Comments
Melissa
8/28/2016 07:40:36 pm

Just the information I was looking for! Our district has not adopted either (we use the horrendous DIBELS) but I have an ancient DRA kit that I've been using. I want to ask my principal to purchase a new kit for me and was looking into whether I should switch to BAS. Thank you for this comparison. The retelling portion of DRA always seemed a bit odd to me.

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Kate
5/16/2017 06:49:04 pm

Just validates my feelings of what is best for the students! Thanks for sharing!

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Allen Koshewa
10/13/2017 09:56:50 pm

At the lower levels, I find the DRA and BAS very similar, but at the upper levels the DRA provides a lot more information than the BAS. While the BAS texts at the lower levels may be more engaging, I do not find that is the case at the upper levels. The author of this blog complains about the students taking DRA not being given the option to look back at the text, but at the upper levels, the DRA indeed DOES allow students to look back at the text as they summarize (yes the DRA asks for summaries at the upper levels, not just retells, despite the claims of BAS materials and representatives). Students taking the BAS cannot be told they can look at the text again, whereas those taking the DRA are told they have that option. Also it seems at the lower levels it might be an advantage for teachers to see how much of the text a student can remember since remember the content of a 50-word text is not like remembering every detail from War and Peace. Some teachers using the DRA after Grade 3 complain about the fact that there are only two levels per grade, but I find that an advantage because there are significant complexity distinctions between the levels (plus the DRA offers four text choices per level unlike two in the BAS). In the BAS kits, sometimes there are few if any differences between the complexity of text between levels, resulting in the teacher spending EXTRA assessment time (a trainer from Heinemann recently told our faculty to expect to spend at least 45 minutes per child on assessments in the upper grades to accurate determine the child's instructional level, as the teacher is expected to administer several levels in order to find the highest instruction level). I have encountered situations in which a student has received higher comprehension scores on a text leveled two, and even three, levels higher than a given assessment, something I never encountered when using the upper-grade DRA assessments. The fact that students write most of the answers to the DRA assessments saves lots of time, and the teacher always has the option of administering the assessment verbally if a student has challenges in writing that might skew the results. The writing also provides a more thorough record of student responses for later perusal, and I have found that students whose comprehension is stronger tend to write more or to write clearer, more "pithy" answers to the prompts. For me, there are two huge disadvantages of the BAS at the upper levels when compared to the DRA: 1) The oral reading accuracy score in BAS "trumps" the comprehension score, which means that students who are strong decoders may show relatively weak comprehension during the summary and answers to prompts yet be deemed "independent" at that level and a student who has provided an articulate summary and strong answers to the prompts may receive the same "independent" rating. This means that the designation of "independent" (as well as "instructional") embodies far too wide a range. 2) The BAS readings at the upper levels are TOO SHORT when compared to the DRA readings. How much character development or rising action can be extracted from a 240-word story? How can a teacher really see how a student ascertains importance in nonfiction when there are so few facts to choose from? In short, the slight advantages of the BAS texts at the lower levels do not compensate for the disadvantages of the short texts and misleading scoring of the BAS at the upper levels. Last but not least, using an Over-The-Shoulder Miscue Analysis on a student's self-selected text provides lots of information, takes 10-20 minutes, and does not require the purchase of an expensive kit. It also forces both student and teacher to think about the complexity of a text and "just right" reading choices without deferring to a pre-determined "level" that doesn't consider reader interests, schema, and cultural bias. OTS miscue analysis, however, aims to provide teachers with practical data that inform instruction and is not intended to peg a student's "level" in order to speed them forward in the "race to the top" . . .

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Alison Landa
11/14/2017 08:08:22 am

Can you give some tips for expediting the F & P administration process?

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Megan
4/25/2019 07:23:41 am

Do you happen to have any feedback or thoughts about possible discrepancies in scoring from a Kinder standpoint? Wondering if our district is currently using DRA, and we switch to BAS, if the Kinder group may also see these “jumps” in levels from one testing kit to another? The comprehension can really get kiddos. Not because they don’t understand, but because it is a regurgitation of SO MANY details. Later on, I feel this may be a detriment because they are so used to this in guided reading and DRA, they have difficulty summarizing later because it has essentially been engrained that all pieces of the story are important (due to retelling purposes for DRA.) I would appreciate any feedback on this thought process and insight for Kinder BAS vs DRA.

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Jennifer
2/24/2020 03:46:49 pm

Megan, I am a kindergarten teacher and I really struggle with F&P as an assessment. I like the way DRA scaffolds the assessments as we move up the levels. I feel to expect the child to read the book cold is very frustrating and it doesn't provide me with information to identify their weaknesses, just a flop if it's too hard.

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Sue link
5/6/2020 10:30:08 am

HI,
With remote learning, the BAS is not available for spring testing. What would you suggest in its place?
Thanks!

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Becky Wimmer
5/7/2020 10:51:39 am

I honestly would not suggest any test in its place right now. I don't feel that we can get an accurate read on our students' reading levels at this time due to so many factors. While some students do have support at home with their remote learning, many do not. Many families are struggling, and testing reading levels just does not seem to be a necessity. However, I do still like to hear my students reading. In my district, our students have iPads at home and we use SeeSaw for our remote learning activities. Currently, I have them reading phonics passages to me via SeeSaw. This allows me to hear them read, and know if I should record another phonics lesson on certain sounds and plan for additional activities, or if I can move on to learning a different sound. These reading passages are not for a grade, but for me to check their application of sounds and recognition of high frequency words. If you would like to view the passages I am using, you can find them here: https://www.teacherspayteachers.com/Product/Phonics-Passage-Assessment-Bundle-with-SeeSaw-Activities-Option-3298517

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Allen Koshewa link
5/7/2020 10:35:06 am

Here is an excellent resource. If you email me at [email protected] I can send you a template for this, as Ruth Davenport, its creator, is willing to share it as long as her name remains on the form.

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Allen Koshewa
5/7/2020 10:35:43 am

https://readingintheborderlands.wordpress.com/2013/12/10/over-the-shoulder-in-under-15/

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Allen Koshewa
5/7/2020 10:38:39 am

https://www.slideserve.com/elom/using-over-the-shoulder-miscue-analysis-in-the-assessment-of-oral-reading

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Corinne
3/3/2021 09:54:58 pm

I love how BAS identifies their independent, instruction, and 'too hard' text levels!

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