What is a limitation of criterion-referenced tests when assessing foundational reading skills?

Criterion-referenced tests are designed to measure a student's performance against a specific set of criteria or standards, rather than comparing them to the performance of other students. One significant limitation of these tests is that they do not indicate the extent of skill development. This means that while these tests can show whether or not a student has achieved a certain level of proficiency in foundational reading skills, they do not provide information about how far along the student is in their learning journey or how much progress they have made over time.

For example, a student may meet the benchmark for a particular reading skill but may be far behind in terms of overall reading development. This limitation makes it difficult for educators to assess the growth and improvement of students, as the tests only confirm if a specific standard has been met rather than showcasing the continuum of skill acquisition and development. Thus, while the test may indicate mastery of a skill at a certain point, it does not reflect personal growth or the nuances of individual student learning trajectories.