Running Records are thought to be an excellent formative assessment tool because they generate results that educators can use to make their teaching more responsive. Despite the technical nature of scoring Running Records and the kinds of important decisions that are attached to their analysis, few studies have investigated assessor accuracy. We measured precision across 114 teachers who were given a pre-coded Running Record to analyze by comparing their quantification and interpretation of the record against a scoring key. We also used Rasch measurement to examine which items teachers found easy and hard to score accurately. Analyses revealed wide variation in teachers’ accuracy, particularly in interpretation, that, according to item difficulty analysis, were caused by a few specific mistakes in scoring. Implications to improve training so that individuals administer Running Records more reliably are shared.

Running Records 被认为是一种出色的形成性评估工具，因为它们产生的结果可供教育工作者用来使他们的教学更具响应性。尽管对运行记录进行评分具有技术性质，并且分析时会做出各种重要的决定，但很少有研究调查评估员的准确性。我们测量了 114 位教师的精确度，他们获得了预编码的跑步记录，通过比较他们对记录的量化和解释与评分键进行分析。我们还使用 Rasch 测量来检查教师认为容易和难以准确评分的项目。分析显示教师的准确度存在很大差异，特别是在解释方面，根据项目难度分析，这是由一些特定的评分错误引起的。