Brown, GavinO'Leary, TMHattie, JACZapata-Rivera, D2018-10-1720189780815353393http://hdl.handle.net/2292/42339While speedy reporting is appreciated, there is little point in such timeliness if test reports are not well-designed and effectively communicative. Hence, this chapter describes various principles of effective report design derived from decades of empirical and theoretical research into the communication of complex information to lay readers and users of test reports. These principles have to do with (a) the utility of reports in terms of having clear purpose and explicit guidance for interpretation and subsequent action and (b) clarity of design, guidance, displays and language. These principles are illustrated in the case of the Assessment Tools for Teaching and Learning (asTTle) computer software deployed in New Zealand’s schools since 2002 for teacher and school leader use. The asTTle system (now fully online with computer adaptive testing options) allows teachers to custom-create tests in reading comprehension, mathematics and writing for students in grades 4–11 in either English or Māori, the indigenous language. After score processing, the asTTle system provides a suite of reports which were field tested and for which empirical evidence exists that the reports are useful and clear. This system exploits the principles of effective reporting and leads to more effective formative assessment practices by teachers.Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher.https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htmhttps://www.routledge.com/info/open_access/by_the_chapterBook Item10.4324/9781351136501-9Copyright: Taylor and Francishttp://purl.org/eprint/accessRights/OpenAccess