How are standardized tests different than Qualitative Reading Inventories (QRI’s)?
Standardized tests are the kinds of test typically used at school districts. PARC testing and SAT’s are common standardized tests. In the world of special education, another example might be the Woodcock Johnson Test. It is called a “norm-referenced” test because a student’s scores are compared to a “norm group” of the same age students. Though helpful for determining general academic levels, other kinds of assessments such as a QRI can provide more specific information.
In contrast, the QRI scores are not norm-referenced, but are calibrated reliably to many other samples of the same testing done across the country and interpreted in regard to an individual’s set of skills. The testing material provided is standardized, but the examiner can choose to administer from a variety of passages to match the student’s reading scope appropriately.
Standardized tests provide a mountain of information and standard measurements. The components of a QRI make the test individualized, basing choice and order of test materials on its findings during the testing period. Additionally, QRIs measure:
-Word recognition and comprehension (narrative and expository)
-Words in isolation scores
-Words in context ability
Initially, the examiner selects a grade level from a specific set of word lists sequenced from pre-primer to High School. Subsequently, the outcome guides specialists to choose which type and number of text passages for the testing process. Next, comprehension skills are evaluated through reading rate, a retelling score, and answering two types of passage questions. (information found explicitly in the text and making inferences from clues in the text).
Testing determines 3 levels. A student’s Instructional Level is the “just right” reading material at which he/she has some prior knowledge for a topic, and can access without stumbling over every sentence, with fewer than 5 errors per page and still needs some small assistance. Determining this sweet spot is essential so that students can grow their reading skills, practice good reading strategies, and stretch their capabilities without frustration. A Frustration Level indicates that the text would be too much of a challenge to read independently or with help and could cause reluctance to read. However, the goal of reading instruction is to provide enough structure and practice that a student can advance to Frustration Level texts eventually. The Independent Level is where a student can understand text with practically no assistance. These are the texts that a student should be sent home with for authentic “independent” reading assignments.
The QRI results in:
-Profile to inform the design of instruction to meet a student’s literacy needs at
this/her instructional level
-Understanding why a student has a weakness in decoding and
comprehension
-Expert summary of strengths and weaknesses
-Recommendations of remedial strategies and special services
QRI evaluations should be conducted by an experienced certified reading specialist who can write a detailed and comprehensive report that summarizes and explains all the different components of a child’s reading and writing issues. A thorough report usually includes information gathered from classroom observations, as well as parent, student, and teacher interviews, a records review and work samples.
The Read, Write & Say Register 