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A Research-Based Approach to Designing and Evaluating Score Reports for Teachers CBAL

Zapata-Rivera, Diego; VanWinkle, Waverely Hester
Publication Year:
Report Number:
ETS Research Memorandum
Document Type:
Page Count:
Subject/Key Words:
Teacher Score Reports, Cognitively Based Assessment of, for, and as Learning (CBAL), Reading


This paper describes and demonstrates a process by which research-based score reports can be designed and evaluated. This work has been carried out as part of the Cognitively Based Assessments of, for, and as Learning (CBAL) project. Individual and classroom level CBAL reading score reports for teachers were designed and evaluated using this approach. This approach involves (a) gathering assessment information needs, (b) reconciling these needs and the assessment information available from CBAL’s periodic accountability assessments, (c) designing various score report prototypes, taking into account current research findings, best practices and relevant standards, and (d) evaluating the report prototypes internally with the help of content, usability and accessibility experts as well as externally with members of the intended audience.

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