Abstract

Standardized testing is widely utilized to determine the levels of children’s learning achievement. There has been a constant debate on how accurately standardized tests reflect children’s achievement. Many practice teachers struggle with teaching to the test to meet the national criteria. An elementary teacher questioned the accuracy of the standardized test and worked with the researcher to seek an alternative form of reading assessment to determine the student’s reading level. The researcher utilized reading inventory, student’s learning records, teacher’s and student’s feedback, and a parental conference to inquire into the issue. The results revealed that although the child was categorized as a low-level reader, the child was a capable reader, only that he read too quickly and tended to miss details of the information he was reading. He adopted reading strategies to assist his reading. This study demonstrated that alternative assessing can be a valuable learning tool for teachers and students.

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