Jordan's Five Rules for Assessment Report Writing

This chapter presents a set of “rules” for writing effective reports, accumulated from decades of practice, teaching, supervising, and witnessing (especially bad) assessment report writing. Included in these rules are (1) writing about students, not about tests; (2) not making the reader do the job of a psychologist, including integrating data throughout, managing data discrepancies clearly, and conceptualizing; (3) balancing scientific writing with truly readable writing, without undermining professionalism; (4) respecting and integrating culture and context, including interpreting test scores with a clear understanding of how they reflect not just student abilities and functioning, but how they reflect students' personal histories, cultures, and life contexts; and (5) considering the role that shame can play in the feedback (including written feedback) process. These “rules” can help reports become more useful, readable, and palatable to all those who read and use them.