Organizing and Evaluating Results From Multiple Reading Assessments

Authors


e-mail jrubin@unionky.edu.

Abstract

The challenges of understanding how reading abilities vary within the classroom can be daunting. This article offers techniques to organize a variety of assessment data to give teachers a clear picture of individual achievement, how students compare with one another, and how reliably various assessment instruments yield an accurate picture of reading ability. A class profile based on a common scale is described and used to give an overview of student reading levels.

Ancillary