Renaissance Star Assessment Suite - Star Early Literacy

The Star Early Literacy assessment, in the Renaissance Star Assessment Suite, is a comprehensive assessment that quickly measures early literacy and numeracy skills for students in grades K-3. It allows educators to identify strengths and weaknesses, set goals for students, and identify students who are not on grade-level. STAR Early Literacy offers assessments in both English and Spanish and is computer adaptive.

Content

Sub-Category
Domains
Reading,
Language,
Speaking & Listening
Subdomain

Print Concepts; Fluency; Phonological Awareness; Phonics and Word Recognition; Vocabulary

Grades
Kindergarten,
1st Grade,
2nd Grade,
3rd Grade
Languages
English,
Spanish
Respondent
Student

Administration Information

Length
12 minutes
Qualifications

Not Specified. 

Administration
Computer
Timed
Yes

Access and Use

Price

Contact publisher for pricing information. 

Open Access
No
Use in Research

Albano, A. D., Cai, L., Lease, E. M., & McConnell, S. R. (2019). Computerized adaptive testing in early education: Exploring the impact of item position effects on ability estimation. Journal of Educational Measurement, 56(2), 437–451. https://doi.org/10.1111/jedm.12215

Bradfield, T. A., Besner, A. C., Wackerle-Hollman, A. K., Albano, A. D., Rodriguez, M. C., & McConnell, S. R. (2014). Redefining individual growth and development indicators: Oral language. Assessment for Effective Intervention, 39(4), 233–244.

Carta, J. J., Greenwood, C. R., Atwater, J., McConnell, S. R., Goldstein, H., & Kaminski, R. A. (2014). Identifying preschool children for higher tiers of language and early literacy instruction within a response to intervention framework. Journal of Early Intervention, 36(4), 281–291.

Greenwood, C. R., Carta, J. J., & McConnell, S. (2011). Advances in measurement for universal screening and individual progress monitoring of young children. Journal of Early Intervention, 33(4), 254–267.

Greenwood, C. R., Carta, J. J., Atwater, J., Goldstein, H., Kaminski, R., & McConnell, S. R. (2012). Is a Response to Intervention (RTI) approach to preschool language and early literacy instruction needed? Topics in Early Childhood Special Education, 33, 48–64.

Greenwood, C. R., Carta, J. J., Goldstein, H., Kaminski, R. A., McConnell, S. R., & Atwater, J. (2015). The Center for Response to Intervention in Early Childhood: Developing evidence-based tools for a multi-tier approach to preschool language and early literacy instruction. Journal of Early Intervention, 36(4), 246–262

Kincaid, A., McConnell, S. R., & Wackerle-Hollman, A. K. (2020). Assessing early literacy growth in preschoolers using Individual Growth and Development Indicators. Assessment for Effective Intervention, 45(3), 173–183

Wackerle-Hollman, A. K., Schmitt, B. A., Bradfield, T. A., Rodriguez, M. C., & McConnell, S. R. (2015). Redefining individual growth and development indicators: Phonological awareness. Journal of Learning Disabilities, 48(5), 495–510.

Psychometrics

Scoring
Computer scoring
Referencing
Norm-referenced
Psychometric References

Renaissance Learning. (2018). Star Early Literacy technical manual. Wisconsin Rapids, WI: Author.

Renaissance Learning. (2014). The research foundation for STAR Assessments: The science of STAR. Wisconsin Rapids, WI: Author. Retrievedfrom http://doc.renlearn.com/KMNet/R001480701GCFBB9.pdf

Borman, G., & Dowling, M. (2004). Assessment committee analysis of reading assessment measures coding form: STAR Early Literacy (SEL). Madison: University of Wisconsin, Department of Educational Leadership and Policy Analysis. Retrieved from http://doc.renlearn.com/KMNet/R004079234C6FFDF.pdf

National Comparison
Yes