Each of these tools possesses particular strengths and weaknesses in terms of its ability to assess the literacy and numeracy of emerging readers and writers. For example, CARA does not provide tools to assess an emergent reader's repertoire of sight words and phonemic awareness or his/her phonics knowledge. Further, it is not a comprehensive tool in that it assesses only reading.
There are several standardized, diagnostic, and competency-based tools that contain numeracy and writing sub tests. This raises the question, "Why did the respondents perceive the need for yet another instrument to assess these areas?" The primary reason is that the respondents want a user-friendly, culturally sensitive, and non-threatening tool that focuses on the assessment of one skill-numeracy or writing. In other words, they want an instrument that provides an in-depth assessment, rather than a subtlest that deals with writing or numeracy in a limited manner.
The respondents identified the need for a tool that measured numeracy levels, skills, processes, and conceptual understanding. They called for a tool that used authentic tasks, with practical, everyday applications. The respondents wanted a tool that could measure all levels of math, from basic math to college level.
One respondent noted, "I would like a numeracy assessment tool that was more than a page of problems-most tools are too difficult for the learners, and do not provide enough information to plan effective instruction." While some wanted the tool to address learning challenges and inform instruction, others wanted the tool to assess academic readiness and determine placement in programs. One respondent expressed the need for a quick screening tool to determine placement. Some respondents wanted a standardized tool normed on adults, while others wanted a diagnostic tool that could pinpoint strengths and weaknesses.