This interpretation has been shown

This interpretation has been shown to be common among teachers who have participated in empirical studies aiming to design effective CDM reports for classroom use (Dhaliwal, Hembry, & Bradshaw, 2016; DiCerbo & Kobrin, 2016).Results from Dhaliwal et al. showed this interpretation was offered by teachers not only before the research team provided explanations of the probability of mastery as a degreeof certainty, but also persisted after desired interpretations were provided. Because the percent correct interpretation is so commonly the correct interpretation for teacher-made classroom assessments, it seems reasonable that teachers would misappropriate this interpretation to the probability of mastery.