We've found that progress assessed by one teacher through a year is reasonable feedback.
That hasn't been true for us, because 2E DS had strange patterns of strengths and weaknesses that made the test non-functional for him.
Tests that rely on retelling are terrible for him, because he has sequencing issues. We've had a history of enormous underestimations of reading level by schoolteachers (even those of good will) because the tests chosen by the district actually measured retelling skill instead of reading skill.
We work on retelling, and work to get the school to see what he actually understands in other ways, and by using different assessments.
