Multiple Measures of Reading Assessment and the Effects on Data-Driven Instruction

Abstract

This research study takes a closer examination of two reading assessments used at the intermediate level: the Developmental Reading Assessment and the Scholastic Reading Inventory. These reading assessments were evaluated by determining what their areas of foci are and what types of information they provided about an individual student. Data were collected over a period of four weeks using an online teacher questionnaire and by conducting two semi-structured interviews. Data analysis focused on teachers’ views about these reading assessments and how they use the data to guide instruction. Results suggested that lack of training and professional development lead to the use of only one data source when making instructional decisions.