Why might a whole-class reading assessment not provide reliable evidence for children at varying reading levels?

A whole-class reading assessment may not provide reliable evidence for children at varying reading levels because the ability to retell a story effectively can greatly differ among students who are reading significantly above or below the expected grade level.

For students reading at a higher level, they may be able to discuss themes, character motivations, and deeper aspects of the text that are not addressed in the retelling format, which often focuses on basic plot elements. Conversely, for students who are reading below grade level, their limited understanding of the text may lead to incomplete or inaccurate retelling, making it difficult to assess their true comprehension. This disparity means that while some students may demonstrate strong comprehension through retelling, others may struggle, leading to a misleading assessment of overall reading proficiency within the class.

The nuances of reading comprehension, particularly among a diverse group of learners, highlight how standardized assessments can fall short in accurately reflecting individual understanding and skills.