When students read the Benchmark assessment, the intent is for the student to achieve a sufficient amount of “productive struggle.”
Every student begins the Benchmark assessment reading a grade-level passage. If a student is struggling to make progress on the first page of the passage, Amira prompts the student to try a new story and presents a down-leveled passage which is one grade level below the current passage.
The conditions for immediate down-leveling are:
Failure to make sufficient progress for 1 minute
Reading at an accuracy rate of 60% or below
As the student reads the next passage, Amira will continue to down-level using the criteria above.
If a student has trouble completing a passage, even at the lowest level, encourage the student to try his/her best to sound out words, read the known words, skip unknown words, and/or say the letters he/she knows. As long as some effort has been made for one minute, Amira will give the student credit for the reading session.
Students who are not able to complete the lowest-level passage are given the assessment status of Early Reader on the Tracking Report. If a student's Assessment Status is listed as an Early Reader, the student may have no score listed across other Amira reports because there was not enough information produced from the session to generate valid and reliable performance data.