Scoring Inventory 1 
Giving the Inventory  

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Scoring the Inventory 1:  Once you have chosen your excerpts, and written comprehension questions, you want to determine the amount of errors permissible for your students.  As you know, we categorize student scores in the following three ways:  (1)  Independent (meaning the student could read this on their own):  (2)  Instructional (meaning the student could read this if the common classroom help were available): and (3)  Frustration (meaning, the student will most likely find this piece too difficult, even in a classroom setting).  Whether the child scores "independent", or "instructional", or "frustration" on a piece depends on the amount of errors per one-hundred words the student commits.  Here are some approximate tables for determining the level of scorable errors permitted on a particular piece: 
Independent:  Student has one or two scorable errors per one-hundred words read (we will discuss "scorable errors" below), and scores 90% or higher on comprehension questions. Instructional:  Student scores no more than five scorable errors, and scores at least 75% on comprehension questions. 
Frustration:  Student scores more than ten scorable errors, and below 50% on comprehension questions. 
More than likely, your piece will not have exactly one-hundred errors.  To determine the amount of errors allowable for your student you will need to use a little algebra: 

Let's say my excerpt has 185 words in it.  I would compute the following to determine the maximum allowable errors for independent level: 

   2 /100   =   x / 185 

Cross multiply and you get: 

100 x = 370 

Thus, for a student to score independent on an excerpt with 185 words or more, they must not have more than 3.7 (370 divided by 100) errors.  Round this up, and call the independent level 0-4 scorable errors, and 90 percent comprehension. 

You can do the same for instructional and frustration: 

     5/100 =  x / 185 ,   etc... 

Once you have determined the amount of scorable errors allowable you are ready to move on to "Giving the Inventory". 

Note:  Scorable errors include substituting one word for another, skipping a word, and mispronouncing a word. 

Non-scorable errors that you may want to record for record's sake include the following:  (a) repetitions, mispronunciations of names, pauses, and self-corrections (where the student corrects themselves).