Dennis, D. V. (2010). "I'm not stupid": How assessment drives (in) appropriate reading instruction. Journal of Adolescent & Adult Literacy, 53, 283-290.
Assessment instruments are tools that can be used effectively or misused. Misuse occurs when these tools are relied on too much, when they are misinterpreted, when inappropriate conclusions are drawn from them, and when they are used to devalue learners and focus on deficits rather than using them to help students maximize strengths.
The story Dennis relates here is a story of misuse. Global assessments that really should have been only a screening device leading to more specific assessments were misinterpreted, and children who needed help with comprehension were instead subjected to phonics instruction more suited to very young readers, which they did not need. In fact, as the young man's comment from the article's title points out, this instruction devalued students and treated them as if they were "stupid". These middle schoolers knew what was going on, and reacted defensively. Can you blame them?
It's hard to say why such simplistic use of assessments flourishes these days. Is it just easier and cheaper to buy "canned" programs than to develop professionals who can find and maximize strengths?
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