Typically a portion of one faculty meeting per year is devoted to reporting such results. They are passed out, discussed as being necessary but not really relevant to our program, and promptly filed away. Ironically the only time they seem quite relevant is when your own child scores high. First there must be a clear goal, target, or benchmark. Specificity in what students are to know and be able to do facilitates learning.
Vagueness hinders it.
Optimal learning involves all teachers, students, parents, and administrators knowing and agreeing upon exactly what is to be learned. Let everyone in on what you are shooting for. Better yet, give them some voice in deciding and agreeing on learning targets. In that way everyone involved is seeking and therefore more likely to achieve the same goals. Spelling isn't everything.