For new teachers, there is very little information about what CASI is or how it’s supposed to be implemented. Even for experienced teachers who only do it once a year, it’s nice to be reminded! Well, I scoured the web and found these:
For starters, CASI stands for: Comprehension Attitude Strategies Interests and you enter them on a system called “Collection Plus“. You can find it under http://staff.wrdsb.ca/online-tools/ or just click: http://collectionplus.wrdsb.ca
CASI Reading Assessment helps teachers identify students’ reading comprehension and fluency through age-appropriate, field validated reading passages.
CASI is used throughout Ontario to identify students’ reading abilities. CASI aligns to the Revised Ontario Language Arts Curriculum (2006), and the Achievement Chart Categories.
CASI provides detailed strategies for instructional next steps, to allow you to plan appropriate instruction based on the unique needs of your students!
CASI is used:
- to diagnose student strengths and learning needs related to the Ontario reading expectations and achievement chart categories (September)
- to inform planning and instruction for the individual student , small group and whole class (ongoing)
- as a summative assessment tool when linked to instructional focus (February)
- to help students become more aware of themselves as readers
- to support collaborative marking and division / school discussions.
Components of CASI
- Ten full-colour Reading Passages (five fiction and five non-fiction)
- A Scoring Guide that contains levelled student work samples to help teachers determine a student’s level of comprehension for each of the comprehension questions
- A Question Sheet Booklet that contains Blackline Master question sheets for all reading passages, including one question on point of view and another question on retelling for each passage
- A comprehensive Teacher’s Guide that includes detailed strategies for instructional next steps, a reading rubric, and reproducible tools, as well as fluency measures
- Information on several topics, including the use of CASI with struggling readers, fluency measurement tools, and student self-selection of text
- Student self-assessment form; Generic Reading Conference form; Attitude survey for students
The tools in CASI measure a student’s:
- approach to reading, values, attitudes toward reading, reading interests
- level of comprehension
- knowledge and understanding, inferring, creative/critical thinking, conventions of written text, ability to explain, support and apply
what has been read and making connections among texts, personal experiences and life situations.
Assessment elements include:
- Reading Interviews
- Reading Attitude Survey
- Reading Interests Inventory
- Reading Passages and Questions
- Student Self-Assessment
Elements to support marking:
the CASI Reading Rubric is a guideline for scoring student responses. The rubric provides descriptors that show what a response should include across four levels of performance. The rubric gives both students and teachers criteria for each level of performance. the level of performance enables you to focus your instruction and enables students to improve their learning.
- CASI Reading Rubric
- Sample of student responses at four levels of performance and rationale about the student responses
When to administer?
- September /early October: Administer Reading Interview (one on one is recommended); Reading Attitude Survey (can be whole
class); Reading Interests Inventory (whole class); Student Self-Assessment (whole class); Passages and Questions (whole class, for
- February / early March: Reading Interests Inventory (whole class); Student Self-Assessment (whole class); Passages and Questions
(whole class; results may be used for diagnostic, formative and/or summative purposes)
Interpretation of Results and Connections to the Program
In the CASI Reading Assessment a level of performance is assigned as the teacher assesses the quality of student responses and
rates the student’s work according to a set of predetermined criteria.
- Level 1: shows limited reading comprehension ability and will require specific teacher interventions to improve their skills
- Level 2: demonstrates some reading comprehension skill and will need additional program support to meet grade expectations (level 3)
- Level 3: demonstrates considerable reading comprehension and should be competent and successful readers in the following grade
- Level 4: demonstrates a high degree of reading comprehension through their ability to use higher-level thinking skills.
- NE1: not enough evidence for a level 1
- does not respond to a question
- uses garbled or unclear language (in writing or orally)
- provides a response that cannot be read
- cannot explain his/her thinking
- provides a response that does not make sense, either in writing or orally
- does not provide at least one correct response to question 3 (multiple choice).
Tools provided to identify and prioritize planning and instruction for individual student, class, division and school are:
- Class Tracking Sheet
- Instructional Follow-up Plan
- Student self assessment
- Follow up strategies (pg 22-35 of the CASI Teacher’s Guide) are identified to target specific skills and to meet programming needs.