Goodwin, A., Petscher, Y., Reynolds, D., Lantos, T., Hughes, K., & Jones, S. (2020). Monster, PI: Assessment to guide instruction. In K. Ganske (Ed.), Mindful of words: Spelling and Vocabulary explorations, 2nd Edition (in press). New York: The Guilford Press.
This study focuses on the morphology part of Monster, PI and describes 1) what the morphology part of Monster PI assesses and how it was developed and 2) what it found and some links to assessment and instruction in the classroom. This is a great piece if you want to understand more about the Morphology section of Monster, PI and it can be used in classrooms.
Goodwin, A.P., Petscher, Y., Jones, S., McFadden, S., Reynolds, D., & Lantos, T. (2020). The Monster in the Classroom: Assessing Language to Inform Instruction. The Reading Teacher, 73( 5), 603– 616. https://doi.org/10.1002/trtr.1870
The current study describes Monster, PI which is an app-based, gamified assessment that measures language skills (knowledge of morphology, vocabulary, and syntax) of 5th-8th graders and provides teachers with interpretable score reports to drive instruction that improves vocabulary, reading, and writing abilities. Specifically, we describe why an assessment of language is important to include, the components of language that are assessed by Monster, PI, and how Monster, PI uses gamification to add enjoyment and motivation to the assessment experience. We then explain how to use Monster, PI to inform instructional decisions, specifically explaining the overall instructional framework, what each score means, and examples of instruction that link to each area assessed by Monster, PI. Links to Common Core Standards are included. We conclude with sharing teachers’ feedback on the assessment and how they used it to support instruction in their classrooms.