DORA Comprehension Sub-Test Analysis Report
This report provides a detailed analysis of student performance on the DORA
Comprehension sub-test. Student start point for Comprehension is determined by looking at student performance in Word Recognition and Oral Vocabulary, taking the lower of these two scores, and jumping back a year. This adaptive logic is based on the assumption that students can decode words and understand them at the first level of comprehension tested.
If a student has previously taken DORA
and performed above grade level in Comprehension, that previous Comprehension score will be used as the start point for the next DORA
assessment. As students do well on the Comprehension measure, we move them up to higher levels of text. If they score 100%, we skip a level. If students fail a level, the assessment will adapt down until mastery is determined, or terminate if frustration has been reached.
This report identifies the level of passages each student reads, how many minutes were spent reading, average question response time in seconds, and percentage of mastery on each level read.
How to Run the Report
Log in to your Teacher account.
Click on the <Reporting> tab.
Choose the DORA Comprehension Sub-Test Analysis.
Enter Desired Criteria to meet your data specifications.
Click Download to save as an Excel file.
If the time spent reading was not captured correctly, it will read as N/A. This can happen if the student walked away without logging out and our records show an unusually high value for time spent reading.
To read this report, the RT (reading time) column shows how long the student spending reading a passage in minutes. Check the QT (average question response time in seconds) and the %cor (percent correct). If a student scored 70% or above, he or she would move to the next higher passage. If a student scored 50% or lower, he or she would move to the next lower passage. Mastery is considered the highest level passage read with a score of 70% or higher. Because of the adaptive nature of DORA,
students may jump up or down as they complete passages.
Things to look for...
If a student spent less than a minute reading a passage, there is a good chance he or she did not actually read the passage.
If a student spent less than 5-10 seconds on average per question, there is a good chance he or she did not read the questions.
If you know a student is very capable yet has an unexpectedly low Comprehension score, you will usually find that the student either raced through the passages or raced through the questions, or both.
If you are surprised by how well a student did on the DORA
Comprehension measure, use this report to see how many passages he or she had to read to "earn" that score and how much time he or she spent reading; were they just quick, lucky guesses? We have been surprised to find that students often do better on DORA
Comprehension than on other teacher-administered measures. We believe this is because DORA
is computer-based, so students do not generally exhibit as much performance anxiety as they might when a teacher is watching exactly what they are doing during a test.