What characteristic of criterion-referenced tests makes them less suitable for formative assessments of foundational reading skills?

Criterion-referenced tests are designed to measure a specific set of skills against a predefined standard or criterion, rather than comparing individual performance to that of a peer group. When it comes to formative assessments of foundational reading skills, these tests often provide limited insight into the detailed progression and development of individual skills.

Formative assessments are intended to guide instruction and support student learning by offering continuous feedback on their performance. However, criterion-referenced tests may not capture the nuances of a student's development across various aspects of reading, such as phonemic awareness, fluency, and comprehension strategies. Instead, these tests tend to focus narrowly on whether students meet predetermined criteria for success, which can restrict teachers’ ability to identify specific areas where students may need further support or intervention. This lack of detailed information greatly diminishes their usefulness in a formative context where the goal is to enhance students' learning experiences and outcomes progressively.