Although educators frequently use assessment to identify who needs supplemental instruction and if that instruction is working, there is a lack of research investigating assessment that informs what instruction students need. The purpose of the current study was to determine if a brief (approximately 20 min) task that reflects a common middle…

This paper describes an on-going project to develop a formative, inferential reading comprehension assessment of causal story comprehension. It has three features to enhance classroom use: equated scale scores for progress monitoring within and across grades, a scale score to distinguish among low-scoring students based on patterns of mistakes,…