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The Stanford Achievement Test is nationally recognized and is considered a standard for assessing child education progress.

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Texts are authentic, and the student is asked to respond to the text in ways that are appropriate for the genre (for example, with nonfiction texts, the student is asked specific questions related to the content rather than asked to make inferences about what will happen in the text).

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Concurrent and predictive validity was assessed using a variety of other standardized reading assessments (e.g. TerraNova, Iowa Test of Basic Skills, California Achievement Test, etc.)

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The Stanford Achievement test shows high reliablidity because each student is assessed the same way. Data shows that this is a consistent assessment to test students.

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DRA allows students to choose between passages read. These passages are consistent in the level of difficulty. Student are also asked the same types of questions within a reading level.

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Reliability coefficients for alternate form and test-retest were in the .90 range.

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If a student is aware of the structure of the test, then they are already one step ahead. It is suggested that if students take the practice tests, they will perform better than someone who does not take the practice tests.

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Students who have a good prior knowledge about the passage will do better on the test. DRA has a built it preview of the book. Students are to take a picture walk and preview the book beforehand. Students who perform this task should do better than someone who does not take the picture walk.

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Students who have a larger prior knowledge going into the assessment will outperform those who do not. Students will understand the passages better, answer more thoroughly, and perform better than their peers.

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A part of the Stanford Achievement test is vocabulary. Students are asked to give synonyms and antonyms, meanings of words, and using context clues. This would be very challenging for an ELL student. A student might not even know the words synonym and antonym.
This assessment also shows an economically biased

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A cultural bias will affect a students score negatively. Students who come from a different culture or even a lower socio-economic household are predicted to score lower than one who is not.

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A students cultural differences might affect their scores because of unfamiliar vocabulary. Students are required to read a story but if the student is not familiar with the customs, then their comprehension might decrease.

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One distressing result of such test score inequality is that as the pressure increases upon schools and teachers to produce higher test scores.

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Tests individual students at a time- have students working independently while teacher is assessing.
Tests can take a long time- have a good idea of where the student is at. This will cut down on the time to adiminster the assessment. Take notes while conferring with a student to suggust what reading level they might be.

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One concern of this assessment is that it is not timed. Students might experience exhaustion. This can be remediated by giving students breaks or breaking up the testing sessions.

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The Stanford Achievement Test assesses reading comprehension, language comprehension, decoding, and semantics. Teachers need to use this information to drive instruction for their students.

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Use DRA as an assessment 3 times a year. There is a progress monitoring piece along with the assessment. Students can set goals and monitor their own learning as well.

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There are alternatives to each assessment level. This is also a diagnostic assessment where teachers can see what areas each student is not proficient in. Teachers can use that information to drive their instruction.