Lots of different factors influence a students score on reading assessments. Maybe the child gets nervous during tests that evaluate reading skills or maybe the child didn't sleep well the night before the test. Not only is a student experiencing different physical and emotional conditions from test date to test date but also different abilities and techniques are being discovered that will affect their performance. It is good practice for a teacher to use multiple reading assessments on each of their students so that they know where each student is having strengths and where each student is having difficulty. Jim Rubin's article, "Organizing and Evaluating Results From Multiple Reading Assessments" offers a step by step action reference for teachers to use in the classroom.
1. Draw a table with one row for each student in your class and one column for each assessment instrument you use regularly in your classroom.
2. For each assessment you use, create a guide that maps scores by range to each of three reading levels (frustration, instructional, independent).
3. Following administration of an assessment, record student scores in your table. Beside each entry, note whether the score indicates the frustration (1), instructional (2), or independent (3) level, using your mapping guide.
4. Review the scores for each student. Do any show a range across all levels? If so, dig deeper to determine why.
5. Calculate an average of the scores for each student, and use the composite scores to develop a class profile. Use the profile to guide instructional decisions concerning whole-class activities.
6. Use the individual and whole-class data to inform your decisions about reading groups and reading material that is appropriate for your students.
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