Teaching · Related Services

Count the errors by type, and find the pattern.

Tally each error as you mark the sample. The summary gives the accuracy, the error that stands out and whether there are enough errors to call it a pattern.

Analyse a sampleWhat you get
$12one-time · every device you sign in on
Buy · $12

Included with Caveat Classroom and Whole-school licenses. Or get it in the Related Services toolkit, $99 for 96 items.

The work sample

One record per sample; analyse two or three before deciding. The example is made up.

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What you get

Teaching · Related Services$12 · included with Classroom and Whole-school licenses

What you finish with
Accuracy, errors by type, the pattern if there is one, and the next sample to check it.
Who it is for
School psychologists, special education teachers and reading or math interventionists.
Format
Browser form with tap counters. One saved record per sample; printed or as a blank form; CSV; export and import a file.
Access
$12 one-time, yours on every device you sign in on; the tool opens once you are signed in with it. Included with Caveat Classroom and Whole-school licenses. Also in the Related Services toolkit ($99) and the Teaching Suite pass ($199), and 1 more bundle. Everything you type stays in this browser; nothing is sent to Caveat.
Where it lives
The Related Services space in Caveat Teaching.
Support
Questions about an order, access or a correction: team@caveatacademic.com.
sssevery error is a small clue
Drawn for this page. Counting errors by type turns a score into a direction: what to teach next, and what to check again.

How to use it

  1. Start a record with the student’s code and the sample date.
  2. Choose oral reading, math or spelling and enter what was attempted.
  3. Tally each error under its type; count self-corrections separately.
  4. Write your best guess at the cause.
  5. Analyse a second sample before you plan around the pattern.

Analyse a sample

How to read the counts

Accuracy

Accuracy is the share of words or items done correctly. For oral reading, self-corrections are not counted as errors. Many informal reading inventories treat 95 percent or more as independent, about 90 to 94 as instructional and under 90 as frustration, though the cut points differ by inventory.

Patterns

A type that makes up a large share of errors across more than one sample is worth teaching to directly. One sample, or a handful of errors, is not enough; conditions such as fatigue or an unfamiliar format can produce errors too.

What it is not

A way to organize evidence from work samples. It gives no norms or standard scores and does not identify a disability.

Sources

  1. Betts, E. A. (1946). Foundations of Reading Instruction. American Book Company: independent, instructional and frustration levels.
  2. Hosp, M. K., Hosp, J. L., & Howell, K. W. (2016). The ABCs of CBM: A Practical Guide to Curriculum-Based Measurement (2nd ed.). Guilford Press.
  3. Clay, M. M. Running records and the analysis of errors and self-corrections, in An Observation Survey of Early Literacy Achievement.
  4. Ashlock, R. B. Error Patterns in Computation: Using Error Patterns to Help Each Student Learn (10th ed.). Pearson.

The example sample is made up. Support: team@caveatacademic.com.