Classroom reading assessments
- Rigor and complexity appropriate for current students
- Measure learning in the context of current instruction and content knowledge
- Students have the background knowledge to understand reading
Passages in context with instruction and background knowledge will more accurately measure student performance. If not, the resulting data will provide insufficient insight into learning, especially for English learners and students struggling reading classroom content.
Long passages rush completion
If the reading load is too much, students will rush to finish the assessment.
Balance text complexity
A balance of grade level text complexity best measures student achievement. If a passage pushes the boundary of complexity, look for indicators within the passage to help plan future instruction. Is the reading hard, but fair and using the appropriate content matter?
Make reading worth the student’s time
The length of the passage justifies the number of items used to assess the reading
Too many items exhaust a passage.
Longer passages support more questions, but using too many items will over-burden the text. A clue for overuse is cueing, one question helps a student answer another question.
Passages support more than one standard
Appropriate vocabulary in passages and items.
The passage mix should challenge students, but not all reading has to be complex. Challenging and complex passages will lower performance for students struggling with grade level reading.