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It explains the practical purposes of assessments—identifying participants, grouping by skill, informing lesson planning, and measuring program effectiveness—while noting that not all assessment types match every program goal. The guide summarizes what programs value in an assessment and reviews commonly used literacy assessments and their key characteristics.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/practice-guide-assessments-for-literacy-programs/269130/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/practice-guide-assessments-for-literacy-programs/269130.png","ImageObject",300,407,{"name":92,"@type":93},"Margaret","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why do literacy support programs conduct their own literacy assessments in addition to school assessments?","Question",{"text":112,"@type":113},"Programs do so when they lack timely access to school data systems, need more detailed progress information, or operate across multiple schools requiring a consistent tool for program-wide tracking.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What key features do programs look for in a literacy assessment?",{"text":117,"@type":113},"Programs prioritize assessments that identify participants, group students by skill, are affordable, easy for instructors to administer, quick to administer, supportive of lesson planning, and able to measure reading growth, often with national norming and results interpretable to varied audiences.",{"name":119,"@type":110,"acceptedAnswer":120},"How do the guide’s examples of literacy assessments differ?",{"text":121,"@type":113},"The guide contrasts commonly used assessments by grade levels and by characteristics such as whether they are computer-adaptive, whether they measure phonics, comprehension and vocabulary, or early oral reading and fluency, and how frequently they can support progress monitoring.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},269130,1791267831,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52,"preview_page_count":4},137451207643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","Practice Guide  \nAssessments for Literacy Programs  \nOctober 2025  \nIntroduction  \nIn Research for Action’s (RFA’s) evaluation of four literacy support programs , staff consistently  \nemphasized the importance of literacy assessments. Assessments serve multiple critical functions: they identify which students should participate , group students by skill level , inform lesson planning , and measure program effectiveness. Despite their usefulness , literacy assessments require significant time and resources , and not all assessments are equally valuable depending on program goals. This Practice Guide summarizes what RFA learned about literacy assessments from program staff and through direct experience working with assessments during our evaluation.  \nWhy Assess Students...Again?  \nMost students are assessed on literacy skills through their regular classroom instruction. Nevertheless , many literacy support programs administer their own assessments for several reasons: some lack timely access to school data systems; others seek more detailed progress information; and some work across multiple schools with differing assessments and need a consistent tool for program-wide progress tracking.  \nIn RFA’s 2022–2025 evaluation , all four programs administered their own assessments in addition to those conducted by schools. Some programs used minimal supplemental assessments—only the progress monitoring embedded in their curricula—while others invested heavily, administering benchmark assessments three times annually (fall , winter, spring) alongside regular progress monitoring. Because each program had distinct aims and structures , they prioritized different assessment types; there is no single assessment that fits all needs.  \n1  \n| Practice Guide: Assessments for Literacy Programs  \nWhat Programs Look for in a Literacy Assessment  \nKey features   \nDescription  \n\n| Identifies participants |  | Some programs used beginning-of-year assessments to make decisions about who to enroll in the program , prioritizing those reading below grade level. Other programs served all students regardless of initial assessment performance. |\n| --- | --- | --- |\n|  |  |  |\n| Groups by skill |  | All programs used assessments to assemble small groups or pairs of students working on similar literacy skills. Sometimes these groups were long term (lasting up to the full school year) and sometimes they were flexible (just for one activity , or short-term until the next assessment triggered a re-grouping) . |\n|  |  |  |\n| Affordable |  | Free or low-cost assessments were preferred to preserve limited budgets. |\n|  |  |  |\n| Easy toadminister by an instructor |  | Programs favored instructor-administered , low-technology assessments requiring minimal training. Computerized assessments were not favored because of the logistical and financial challenges of coordinating the technology and subscriptions across multiple sites. |\n|  |  |  |\n| Quick toadminister |  | Assessments lasting only a few minutes allowed instructors to test all students without losing excessive instructional time. Quick assessments also permit more frequent assessment , in some cases up to once per week for progress monitoring. |\n|  |  |  |\n| Supports lesson planning |  | Effective assessments provided actionable domains linked to instruction , helping instructors plan lessons efficiently. Quick , progress-monitoring assessments were best suited to this purpose , providing direction for the next lesson without taking up too much time. |\n|  |  |  |\n| Measures\u003Cbr>reading growth |  | Programs used pre/post or periodic assessments to summarize student progress and identify subgroup trends. Measures of reading growth were summarized across all students in the program to provide an overall sense of student performance and program effectiveness. |\n|  |  |  |\n| Nationally normed |  | Many programs looked for an assessment to be nationally normed , or tested on a nationally representative sample of st","cbCaivAbact85ekZ","https://ap.wps.com/l/cbCaivAbact85ekZ","pdf",1378855,"English","# Introduction\n# Why Assess Students...Again?\n# What Programs Look for in a Literacy Assessment\n## Key features\n# Commonly Used Literacy Assessments and their Characteristics","[{\"question\":\"Why do literacy support programs conduct their own literacy assessments in addition to school assessments?\",\"answer\":\"Programs do so when they lack timely access to school data systems, need more detailed progress information, or operate across multiple schools requiring a consistent tool for program-wide tracking.\"},{\"question\":\"What key features do programs look for in a literacy assessment?\",\"answer\":\"Programs prioritize assessments that identify participants, group students by skill, are affordable, easy for instructors to administer, quick to administer, supportive of lesson planning, and able to measure reading growth, often with national norming and results interpretable to varied audiences.\"},{\"question\":\"How do the guide’s examples of literacy assessments differ?\",\"answer\":\"The guide contrasts commonly used assessments by grade levels and by characteristics such as whether they are computer-adaptive, whether they measure phonics, comprehension and vocabulary, or early oral reading and fluency, and how frequently they can support progress monitoring.\"}]","Practice Guide - Assessments for Literacy Programs | PDF",1789446078]