I embraced every possible reason not to take early literacy data seriously: Kindergarteners are too young for testing. How can we trust reading data of kids who have barely been in school? Shouldn’t we wait and see if students will catch up? I don’t even care about these subtests. Screening measures don’t tell me what I really need to know in order to teach. Testing pulls time away from instruction.
My district, like so many others, uses Fountas and Pinnell’s Benchmark Assessment System (BAS) as the primary measure of student reading progress. But if you’ve had doubts about the assessment and the ways BAS data is often used, you’re on to something… Limited Materials An F&P Benchmark Assessment System kit provides us with only two books (one fiction and one nonfiction) for each reading level, so we end up using