Reading Assessment
Greetings. The following materials are intended to provide an introduction to Reading Assessment. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Ping-Yun Sun
Reference Specialist
Alphabeticallyarranged listing of bibliographies
Categoricallyarranged listing of bibliographies
Internet Sites
Practical Ideas for Alternative Assessment
How the NAEP Reading Assessment Works
Changes in Reading Assessment
Focus on Reading Assessment
Authentic Reading Assessment. ERIC Digest.
Checkpoints for Progress in Reading and Writing for Teachers and Learning Partners
Practical Assessment Research and Evaluation
SEDL - Reading Assessment Database for Grades K-2
K-3 Reading Assessment Tools
The Nation’s Report Card: Fourth-Grade Reading 2000
Reading Level Assessment
Online Discussion Groups/Listservs
Center on English Learning & Achievement Discussion Board
NCTE's Conversations: Lists
TEACHERS.NET
TeachNow Message Board
Citations from ERIC Database - Elementary
AN: ED451205
AU: Kame'enui,-Edward; Simmons,-Deborah; Cornachione,-Cheri
TI: A Practical Guide to Reading Assessments. An Activity of the Partnership for Family Involvement in Education.
CS: Department of Education, Washington, DC.
PY: 2001
AV: Partnership for Family Involvement in Education, 400 Maryland Avenue, S.W., Washington, DC 20202-8173. Tel: 800-USA-LEARN (Toll Free); Web site: http://pfie.ed.gov.
NT: A joint project of the U.S. Department of Education, the International Reading Association, and Health Communications, Inc.
PR: EDRS Price MF01/PC06 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED451205
DEM: *Reading-Tests; *Spanish-Speaking; *Student-Evaluation; *Test-Use
DER: Elementary-Education; English-; Test-Construction; Test-Format
AB: This guide is designed to provide teachers and reading tutors with an easy-to-use and practical guide to selecting and using reading assessment tools that (1) provides descriptions of reading assessments for English and Spanish speaking students that can be used to diagnose and identify their reading skills and abilities; (2) helps teachers find instruments that meet their special needs; and (3) encourages the use of assessments to guide instruction. Each assessment is described on one page, with information on the developers of the assessment, its grade level, purpose, key elements, including time required to administer the assessment, and other considerations. The guide includes descriptions of 30 assessments in English and 10 in Spanish. (SLD)
AN: EJ629363
AU: Arthaud,-Tamara-J.; Vasa,-Stanley-F.; Steckelberg,-Allen-L.
TI: Reading Assessment and Instructional Practices in Special Education.
PY: 2000
SO: Diagnostique-; v25 n3 p205-27 Spr 2000
DEM: *Curriculum-Based-Assessment; *Disabilities-; *Reading-Instruction; *Research-Utilization; *Special-Education-Teachers; *Student-Evaluation
DER: Elementary-Secondary-Education; Evaluation-Methods; Miscue-Analysis; Teacher-Attitudes
AB: A study analyzed the instructional reading methods and reading assessment practices employed by 800 K-12 special education teachers. Results found that teachers are selecting reading instructional techniques that have research support from the literature, but are not including nontraditional assessment procedures, such as curriculum based measurement and miscue analysis. (Contains references.) (Author/CR)
AN: ED455305
TI: Reading Assessment Handbook, 2000-2001. The Pennsylvania System of School Assessment.
CS: Pennsylvania State Dept. of Education, Harrisburg. Bureau of Curriculum and Academic Services.
PY: 2000
AV: Pennsylvania Department of Education, Division of Evaluation and Reports, 333 Market St., Harrisburg, PA 17126-0333. Tel: 717-787-4234.
NT: For Mathematics and Writing Assessment Handbooks, see TM 033 163 and TM 033 165.
PR: EDRS Price MF01/PC04 Plus Postage.
DL: http://www.edrs.com/members/sp.cfm?AN=ED455305
DEM: *Reading-Tests; *State-Programs; *Test-Construction; *Testing-Programs
DER: Achievement-Tests; Elementary-Secondary-Education; Guides-; Reading-Achievement; Scoring-; Test-Items; Test-Results; Test-Use
AB: Beginning in 1999, all of the Pennsylvania System of School Assessment (PSSA) had to be aligned with the Pennsylvania Academic Standards. This handbook describes the PSSA reading assessment. It contains samples and instructions for developing assessment items for grades 5, 8, and 11. Although designed for teachers, the Handbook is meant to be a source of information for all interested parties, including students, administrators, and the general public. The Handbook: (1) provides an overview of the PSSA; (2) identifies the Pennsylvania Academic Standards for Reading; (3) describes current theory and practice in reading; (4) describes the individual components of the assessment and explains the rationale and importance of each component; (5) describes the criteria and procedures for scoring the assessment; (6) explains the connections between the assessment and appropriate instructional procedures; (7) contains sample items; and (8) facilitates school district curriculum planning. Four appendixes contain sample passages and scored responses, list members of the Reading Assessment Advisory Committee, present a fact sheet about the assessment, and define glossary terms. (SLD)
AN: ED448407
AU: Dunn,-Emma
TI: Appropriate Reading Assessment: Are We on the Right Track?
PY: 2000
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED448407
DEM: *Achievement-Tests; *Reading-Achievement; *Reading-Skills; *Standardized-Tests; *Student-Evaluation
DER: Alternative-Assessment; Elementary-Education
AB: This paper asks whether the current form of assessment is appropriate in measuring the growth of American students in the subject of reading. First, the paper examines the argument for standardized testing of skills as an appropriate form of assessment. It then points out that the people in support of this form of testing argue that these tests are a non-biased tool for assessing all students, while opponents think that students in low income or poverty-stricken areas are at a disadvantage when taking these tests. The paper discusses opinions on both sides of the argument. It concludes that a more balanced approach to assessment could be as successful as a balanced approach to instruction, and that taking elements of both forms of assessment and using them for positive change would get educators out of their educational rut. (NKA)
AN: EJ621370
AU: Keefe,-Charlotte-Hendrick
TI: Responsive Reading Assessment: An Alternative.
PY: 1999
SO: Diagnostique-; v25 n1 p5-13 Fall 1999
NT: Special Issue: Authentic Assessment.
DEM: *Classroom-Techniques; *Portfolio-Assessment; *Reading-Diagnosis; *Reading-Difficulties; *Student-Evaluation
DER: Context-Effect; Elementary-Secondary-Education; Evaluation-Methods
AB: This article presents vignettes to illustrate responsive reading assessment, an approach to assessment that focuses on the context and the questions that need to be answered to guide instruction. A variety of assessment techniques are described and the use of student portfolios or organizing assessment data are discussed. (Contains 16 references.) (Author/CR)
AN: EJ596944
AU: Francis,-Nobert
TI: Applications of Cloze Procedure to Reading Assessment in Special Circumstances of Literacy Development.
PY: 1999
SO: Reading-Horizons; v40 n1 p23-46 1999
DEM: *Bilingual-Students; *Cloze-Procedure; *Reading-Improvement; *Second-Language-Instruction; *Spanish-Speaking
DER: Elementary-Education
AB: Describes part of an on-going investigation of second language reading development of elementary school children from a bilingual, indigenous, community where high levels of proficiency in both languages are common among all age groups. Applies modifications to the standard rational deletion cloze procedure to adapt assessment to the special sociolinguistic circumstances of reading in an indigenous language. (SC)
AN: ED428382
AU: Barrentine,-Shelby-J., ed.
TI: Reading Assessment: Principles and Practices for Elementary Teachers. A Collection of Articles from "The Reading Teacher."
CS: International Reading Association, Newark, DE.
PY: 1999
AV: International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139; Web site: http://www.reading.org ($26.95).
PR: EDRS Price MF01/PC12 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED428382
DEM: *Evaluation-Methods; *Performance-Based-Assessment; *Portfolio-Assessment; *Reading-Achievement; *Student-Evaluation
DER: Elementary-Education
AB: This compilation of articles from "The Reading Teacher" contrasts old and new approaches to reading assessment and offers methods that teachers can use in the classroom to build better readers. The articles suggest that in order to effectively assess young readers, one must integrate assessment with instruction, which requires new forms of assessment such as performance-based assessment, miscue analysis, and portfolios. Articles in the book are: "Literacy Assessment Reform: Shifting Beliefs, Principled Possibilities, and Emerging Practices" (Robert J. Tierney); "A Framework for Authentic Literacy Assessment" (Scott G. Paris and others); "Putting It All Together: Solving the Reading Assessment Puzzle" (Roger Farr); "Report Cards and Reading" (Peter Afflerbach); "Teachers' Choices in Classroom Assessment" (Peter Afflerbach, ed.); "Diagnostic Teaching" (Sheila W. Valencia, ed.); "Students' Evaluations Bring Reading and Writing Together" (Jand Hansen); "Anecdotal Records: A Powerful Tool for Ongoing Literacy Assessment" (Lynn K. Rhodes and Sally Nathenson-Mejia); "STAIR: A System for Recording and Using What We Observe and Know about Our Students" (Peter Afflerbach); "Performance Assessments in Reading and Language Arts" (Peter Afflerbach and Barbara Kapinus, eds.); "Equity and Performance-Based Assessment: An Insider's View" (Marsha Taylor DeLain); "A Portfolio Approach to Classroom Reading Assessment: The Whys, Whats, and Hows" (Sheila Valencia); "Initiating Portfolios through Shared Learning: Three Perspectives" (Bette S. Bergeron, Sarah Wermuth, and Rebecca C. Hammar); "Portfolio Assessment for Young Readers" (Scott G. Paris); "Student Portfolios: Building Self-Reflection in a First-Grade Classroom" (Lindy Vizyak); "Revaluing Readers While Readers Revalue Themselves: Retrospective Miscue Analysis" (Yetta M. Goodman); "Using Retrospective Miscue Analysis to Inquire: Learning from Michael" (Prisca Martens); "Miscue Analysis in the Classroom" (Sheila W. Valencia, ed.); "A Test for Assessing Phonemic Awareness in Young Children" (Hallie Kay Yopp); "Further Validation and Enhancement of the Names Test" (Frederick A. Duffelmeyer, Anne E. Kruse, Donna J. Merkley, and Stephen A. Fyfe); "A Questionnaire to Measure Children's Awareness of Strategic Reading Processes" (Maribeth Cassidy Schmitt); "Measuring Attitude toward Reading: A New Tool for Teachers" (Michael C. McKenna and Dennis J. Kear); "Assessing Motivation to Read" (Linda B. Gambrell, Barbara Martin Palmer, Rose Marie Codling, and Susan Anders Mazzoni); and "The Reader Self-Perception Scale (RSPS): A New Tool for Measuring How Children Feel about Themselves as Readers" (William A. Henk and Steven A. Melnick). An appendix contains "High-Stakes Assessments in Reading: Consequences, Concerns, and Common Sense" (James V. Hoffman and others). (RS)
AN: ED431817
AU: Murphy,-Sharon
TI: Fragile Evidence: A Critique of Reading Assessment.
PY: 1998
AV: Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430 (paperback: ISBN-0-8058-2530-4; clothbound: ISBN-0-8058-2529-0).
NT: "With Patrick Shannon, Peter Johnston, Jane Hansen."
PR: Document Not Available from EDRS.
DEM: *Educational-Assessment; *Evaluation-Methods; *Reading-Achievement; *Standardized-Tests; *Test-Use
DER: Educational-Change; Educational-Theories; Elementary-Secondary-Education; Psychometrics-; Social-Influences; Validity-
AB: This critique brings together psychometric theory, reading theory, and social critique to analyze reading assessment and to consider the assumptions that underlie reading assessment as practiced. The chapters are: (1) "What Counts as Evidence of Reading?"; (2) "Evidence, Validity, and Assessment"; (3) "Multiple-Choice Standardized Reading Tests in the Early 1990s"; (4) "Individualized Assessment"; (5) "A Selective Social History of the Uses of Reading Tests" (Patrick Shannon); (6) "The Consequences of the Use of Standardized Tests" (Peter Johnston); (7) "'Evaluation Is All Day, Noticing What Is Happening': Multifaceted Evaluations of Readers" (Jane Hansen); (8) "Toward Reform: Lessons from Miscue Analysis" ; (9) "Reforms in Assessment: Perils and Possibilities"; and (10) "Toward a Revisioning of Reading Assessment: What Matters?" An appendix analyzes attributes of subject and author indexes, and some individualized and group tests. (Contains numerous references) (SLD)
AN: ED399521
AU: Flippo,-Rona-F.
TI: Reading Assessment and Instruction: A Qualitative Approach to Diagnosis.
PY: 1997
AV: Harcourt Brace & Company, 6277 Sea Harbor Drive, Orlando, FL 32887-6777 ($28).
PR: Document Not Available from EDRS.
DEM: *Evaluation-Methods; *Reading-Achievement; *Reading-Diagnosis; *Reading-Instruction
DER: Class-Organization; Elementary-Education; Higher-Education; Portfolios-Background-Materials; Reading-Comprehension; Teacher-Role
AB: Containing many specific assessment, instruction, and organization ideas and strategies, this book provides "the basics" for this classroom reading assessment and instruction, and supports the importance of the individual classroom teacher's beliefs, decisions, and role. The book is intended for teachers taking certification, graduate, or in-service courses in reading assessment, diagnosis, and instruction. The book aims to facilitate the development of a balanced perspective that makes use of the most appropriate ideas from the various philosophies in the field of reading and literacy education. Chapters in the book are (1) The Classroom Teacher's Role; (2) Understanding Standardized Tests and Quantitative Data; (3) Assessing Affective, Linguistic, and Other Qualitative Information; (4) Assessing Comprehension, Comprehending Strategies, and Other Cognitive Information; (5) Analyzing Information Qualitatively; (6) Organizing for Reading Development and Instruction; (7) Assessment, Instruction, and Learning in the Classroom; and (8) Ideas for Strategy Development. An appendix discusses portfolio and other ideas for reflection, ongoing assessment, and organizing for instruction. A glossary presenting approximately 200 items, approximately 350 references, and a 49-item list of children's literature references are attached. (RS)
AN: ED395290
AU: Terry,-Julie
TI: Reading Assessment: The Ongoing Debate.
PY: 1996
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED395290
DEM: *Academic-Achievement; *Reading-Achievement; *Student-Evaluation
DER: Elementary-Secondary-Education; Evaluation-Methods; Program-Descriptions; Standardized-Tests; Test-Reliability; Testing-Problems
AB: Year after year, students, teachers, administrators, politicians, and parents are faced with the dilemma of reading assessment. Sheila Valencia (1990) feels that reading assessment has become a hot topic because the outcome tends to differ from school to school. Evaluations should be authentic and trustworthy. Roger Farr (1992) has noted that the assessment needs of various groups (teachers, students, school administrators, the public/press and parents) tend to be dramatically different, which can create a kind of wall separating the groups. A Canadian school district (Bembridge, 1992) developed its own assessment system--a Multi-Layered Assessment Package which included a set of procedures accompanied by suggested books, transcripts, and retelling and recording forms. Barbara Kapinus (1994) believes that individualized assessment is an excellent means of evaluation. It is concluded that a customized evaluation procedure should be developed for individual school districts with regard to previous learning and environmental influences. (RS)
AN: EJ545973
AU: Kowalik,-Laura
TI: Have Fun with Reading Assessment.
PY: 1995
SO: Perspectives-in-Education-and-Deafness; v14 n1 p21-22 Sep-Oct 1995
DEM: *Deafness-; *Informal-Reading-Inventories; *Partial-Hearing; *Reading-Comprehension; *Slides-; *Student-Evaluation
DER: Elementary-Secondary-Education; Evaluation-Methods; Informal-Assessment; Language-Skills; Reading-Skills
AB: Describes different methods of evaluating the reading and language skills of students who are deaf or hard of hearing. Student activities include creating a slide show to illustrate a story, decorating paper bags with key scenes and placing items related to the story inside, and creating book jackets. (CR)
AN: EJ502691
AU: Murphy,-Sharon
TI: Revisioning Reading Assessment: Remembering to Learn from the Legacy of Reading Tests.
PY: 1995
SO: Clearing-House; v68 n4 p235-39 Mar-Apr 1995
NT: Special Section--Educational Assessment: Local and National Changes.
DEM: *Portfolio-Assessment; *Reading-Achievement; *Reading-Tests; *Testing-
DER: Elementary-Secondary-Education
AB: Suggests that both portfolio and performance-based assessment can be implemented in ways that retain vestiges of standardized testing. Compares aspects of standardized testing to aspects of portfolio and performance-based evaluation. Discusses responsibility to those assessed. (RS)
AN: EJ498793
AU: DeLain,-Marsha-Taylor
TI: Equity and Performance-Based Assessment: An Insider's View (Reading Assessment).
PY: 1995
SO: Reading-Teacher; v48 n5 p440-42 Feb 1995
DEM: *Academic-Achievement; *Educational-Opportunities; *Educational-Quality; *Equal-Education; *Student-Evaluation
DER: Elementary-Secondary-Education
AB: Argues that performance-based assessment can be a means of integrating the principle of equity into a reconceptualization of assessment, in which all children are expected to achieve levels of excellence and afforded the opportunities and environment to do so. (SR)
Citations from ERIC Database - Secondary
AN: EJ633855
AU: Enciso,-Patricia-E.
TI: Taking Our Seats: The Consequences of Positioning in Reading Assessments.
PY: 2001
SO: Theory-into-Practice; v40 n3 p166-74 Sum 2001
DEM: *Reading-Achievement; *Reading-Tests
DER: Middle-School-Students; Middle-Schools; Reading-Skills; Standardized-Tests; Student-Evaluation; Test-Bias
AB: Considers the positioning of middle grade readers in standardized reading assessments, analyzing questions and tasks they encounter as they read and respond to standardized test items. Reading tests require children to show that they have understood and accepted a particular kind of positioning as readers. This analysis is contrasted with metaphors for readers' positionings outlined by educator Walter Dean Myers. (SM)
AN: EJ630344
AU: Pomplun,-Mark; Omar,-Md-Hafidz
TI: Score Comparability of a State Reading Assessment across Selected Groups of Students with Disabilities.
PY: 2001
SO: Structural-Equation-Modeling; v8 n2 p257-74 2001
DEM: *Disabilities-; *Factor-Structure; *Junior-High-School-Students; *Reading-Tests; *Scores-
DER: Comparative-Analysis; Factor-Analysis; Goodness-of-Fit; Junior-High-Schools
AB: Investigated the factorial invariance of scores from a seventh grade state reading assessment across general education students and selected groups of students with disabilities. Assessed the fit of a two-factor model and five levels of constraint. Results generally support the score comparability of the reading assessment, but more research is needed into the larger error variances for students with disabilities. (SLD)
AN: EJ596796
AU: Blachowicz,-Camille-L.-Z.
TI: Vocabulary in Dynamic Reading Assessment: Two Case Studies.
PY: 1999
SO: Reading-Psychology; v20 n3 p213-36 Jul-Sep 1999
DEM: *Instructional-Effectiveness; *Reading-Achievement; *Reading-Difficulties; *Student-Evaluation; *Vocabulary-Skills
DER: Case-Studies; Grade-7; Junior-High-Schools; Models-
AB: Describes a model for assessment of vocabulary difficulty within the framework of dynamic reading assessment. Follows two seventh-grade students, both experiencing difficulty with vocabulary, through the assessment process. Discusses how one student was referred for speech and language evaluation and the other was not. Presents instructional programs for each student. (SC)
AN: ED410539
AU: Campbell,-Jay-R.; Donahue,-Patricia-L.
TI: Students Selecting Stories: The Effects of Choice in Reading Assessment. Results from "The NAEP Reader" Special Study of the 1994 National Assessment of Educational Progress.
CS: National Assessment of Educational Progress, Princeton, NJ.; Educational Testing Service, Princeton, NJ.
PY: 1997
AV: National Library of Education, Office of Educational Research and improvement, U.S. Department of Education, 555 New Jersey Avenue, N.W., Washington, DC 20208-5641; phone: 1-800-424-1616; World Wide Web: http://www.ed.gov/NCES/naep
NT: The title page title says "Special Study"; the cover title says "special Survey."
PR: EDRS Price MF01/PC05 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED410539
DEM: *Reading-Achievement; *Reading-Material-Selection; *Story-Reading; *Student-Attitudes; *Student-Evaluation
DER: Comparative-Analysis; Grade-12; Grade-8; Reading-Research; Secondary-Education; Sex-Differences
AB: Conducted as part of the 1994 National Assessment of Educational Progress (NAEP), the "NAEP Reader" study was designed to compare the performance of students who were allowed to select a story with the performance of those who were assigned a story. One nationally representative sample of students at each grade was allowed to choose a story (from 7) to read. Distinct representative samples at each grade were assigned stories. All participants answered the same 11 comprehension questions. Results indicated: (1) no significant difference was observed among 12th- graders (and only a slight difference among 8th-graders) between the average reading scores of students who were given a choice of story and students who were assigned a story; (2) at grades 8 and 12, students in the choice group were more likely than students in the non-choice group to rate the assessment as easier than other tests or assignments that they had in school; (3) despite slight variations, the patterns of students' story selection were similar across racial/ethnic groups at both grades 8 and 12, and across gender groups at grade 8; (4) among 12th-graders, males were drawn to a story about a soldier and females were drawn to a story about a relationship; and (5) although identical questions were used, many questions were more or less difficult to answer in conjunction with certain stories. (Contains 14 tables and 10 figures of data. Appendixes contain data; the comprehension questions; and details of the procedures and methods used.)(RS)
AN: ED410538
AU: Campbell,-Jay
TI: Reading Assessment in the Nation's Fourth- and Eighth-Grade Classrooms.
CS: National Center for Education Statistics (ED), Washington, DC.
PY: 1997
SO: NAEP-Facts; v2 n3 Jul 1997
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED410538
DEM: *Reading-Achievement; *Reading-Instruction; *Student-Evaluation
DER: Comparative-Analysis; Evaluation-Methods; Grade-4; Grade-8; Intermediate-Grades; Junior-High-Schools; Reading-Research; Reading-Writing-Relationship
AB: According to results of the 1994 National Assessment of Educational Progress (NAEP), teachers of fourth- and eighth-grade students were using a variety of assessment methods to measure their students' progress in reading. At both grades, teachers' reports indicated that in comparison with multiple-choice questions, written paragraphs were used more frequently to assess reading. Among the major findings, a significant relationship between having students provide written responses to reading and higher reading scores was observed, however the relationship was somewhat stronger at grade 4. (Contains 16 references, 2 notes, and 2 tables of data.) (RS)
AN: ED396273
TI: Results from the NAEP 1994 Reading Assessment--at a Glance.
CS: National Center for Education Statistics (ED), Washington, DC.
PY: 1996
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED396273
DEM: *Educational-Trends; *Reading-Achievement; *Reading-Habits
DER: Family-Environment; Grade-12; Grade-4; Grade-8; Intermediate-Grades; National-Surveys; Reading-Research; Secondary-Education
AB: The 1994 NAEP (National Assessment of Educational Progress) Reading Assessment was administered to a national sample of students in grades 4, 8, and 12. National reading proficiency results were reported for students at each grade and within various subgroups of the population. State-level results were reported for individual states or jurisdictions that chose to participate in the 1994 Trial State Assessment. Major findings for the nation, regions, and states include: the average reading proficiency of twelfth-grade students declined significantly from 1992 to 1994; the decline in reading proficiency was concentrated among lower performing students; and the percentage of twelfth-grade students who reached the "proficient" level in reading declined from 1992 to 1994. Major findings for student subgroups include: across the nation, there were declines in average reading proficiency from 1992 to 1994 for Hispanic students in grade 4 as well as for White, Black, and Hispanic students in grade 12; reading proficiency at all 3 grades was higher on average for students whose parents had more education; and students attending nonpublic schools displayed higher average reading proficiencies than their counterparts attending public schools. Contextual factors related to higher average reading proficiency include: having a wide array of literacy materials in their homes; reading for fun on their own time; watching less than 4 hours of television daily; and being asked by their teachers to explain or support their understanding of what they read. (RS)
AN: ED389737
AU: Donoghue,-John-R.; Mazzeo,-John
TI: Assessing Some of the Properties of Longer Blocks in the 1992 NAEP Reading Assessment.
CS: Educational Testing Service, Princeton, NJ.
PY: 1995
NT: Version of a paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 1993).
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED389737
DEM: *Goodness-of-Fit; *Reading-Tests; *Scaling-; *Structural-Equation-Models; *Test-Construction
DER: Chi-Square; Grade-12; Grade-8; National-Surveys; Reading-Ability; Robustness-Statistics; Secondary-Education; Test-Format
AB: At grades 8 and 12, the 1992 National Assessment of Educational Progress (NAEP) reading assessment contained a small number of 50-minute blocks in addition to the usual 25-minute blocks. To determine whether to incorporate the 50-minute blocks into the operational scaling, this study sought to determine whether the longer blocks measured a different construct from that assessed by the 25-minute blocks. Structural equation modeling tested the hypothesis that the structural parameters relating reading ability to demographic variables do not differ across block type. A multiple group analysis, where type of block (25-minute or 50-minute) defined the two groups, was used. The null hypothesis was that the two types of blocks measure the same trait but could differ in observed mean and variance. Results of the main analysis did not reject the hypothesis of invariant structural parameters, and so the 50-minute blocks were not incorporated into the 1992 NAEP scales. Sensitivity analyses indicated that this conclusion was moderately robust to assumptions made about missing data for items that were not reached. Analyses using other measures of fit yielded similar results, although the magnitude of chi-square statistics was affected by the fit measure chosen. (Contains 6 tables and 13 references.) (Author/SLD)
AN: ED378548
AU: Langer,-Judith-A.; and-others
TI: Reading Assessment Redesigned: Authentic Texts and Innovative Instruments in NAEP's 1992 Survey.
CS: National Assessment of Educational Progress, Princeton, NJ.; Educational Testing Service, Princeton, NJ. Center for the Assessment of Educational Progress.
PY: 1995
PR: EDRS Price MF01/PC08 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED378548
DEM: *Evaluation-Methods; *Reading-Achievement; *Reading-Comprehension; *Student-Evaluation
DER: Grade-12; Grade-4; Grade-8; Intermediate-Grades; Reading-Research; Secondary-Education; Sex-Differences
AB: Highlighting the important innovations embodied in the 1992 National Assessment of Educational Progress' (NAEP) Reading Report Card, this report provides information on how the NAEP's large-scale reading assessment is evolving in response to changing perceptions of reading development and assessment procedures. Included in the report is an overview of the theoretical framework underlying the assessment, a description of and presentation of reading materials used in the assessment, a discussion of students' performance on constructed-response questions, and a presentation of example questions. Major findings discussed in the report include: (1) at grades 4, 8, and 12, students' average performance was highest on multiple choice questions, somewhat lower on short constructed-response questions, and lowest on extended-response questions; (2) the advantage of female students over male students in reading achievement was more evident for the short constructed-response questions than for multiple-choice questions, and the most evident for extended-response questions; and (3) when demonstrating comprehension of texts that they had selected from a compendium of seven short stories, eighth and twelfth graders demonstrated relative success in answering the constructed-response questions. Also included in the report are results of students' performance in reading for different purposes. Finally, two special studies conducted in 1992 are highlighted in the report--a literary selection task and a comparison of oral and written responses to comprehension questions. Contains 31 tables and five figures of data. A procedural appendix is attached. (RS)
AN: ED379605
AU: Afflerbach,-Peter-P.; Moni,-Karen
TI: Legislators, Reporters, and Reading Assessment. Reading Research Report No. 31.
CS: National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.
PY: 1994
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED379605
DEM: *Legislators-; *News-Writing; *Policy-Formation; *Reading-Achievement; *Response-Rates-Questionnaires
DER: Elementary-Secondary-Education; Higher-Education; Reading-Research
AB: A study aimed to examine how reading assessment information is understood and used by two powerful groups: federal legislators and members of the news media. Attempts were made to contact federal legislators on educational subcommittees to discuss how they used reading assessment information to make legislative policy decisions and to vote on education legislation. Education reporters were asked to describe their understandings and uses of reading assessment data in writing news stories. No response whatsoever was received from 25 (60%) of the legislators (United States Senators or Representatives), and only 2 legislative aides participated. This represented a participation rate of less than 5%. Only 3 of 17 education reporters participated, and 14 (82%) did not respond to repeated requests. While the response rate to repeated requests for information was low, the interview data describe: (1) five participants' varied knowledge of reading assessment; (2) the diverse types and sources of reading assessment information used by participants; and (3) how reading assessment information is used in government and the media. A central finding was the emerging narrative of a lack of response and a lack of access to legislators and reporters. (Contains 22 references.) (Author/RS)
AN: ED371344
TI: Data Compendium for the NAEP 1992 Reading Assessment of the Nation and the States.
CS: National Assessment of Educational Progress, Princeton, NJ.; Educational Testing Service, Princeton, NJ. Center for the Assessment of Educational Progress.
PY: 1994
AV: U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
PR: EDRS Price MF03/PC24 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED371344
DEM: *Evaluation-Methods; *Reading-Ability; *Reading-Achievement; *Reading-Tests
DER: Elementary-Secondary-Education; Family-Life; Professional-Development; Reading-Attitudes; Reading-Diagnosis; Reading-Instruction; Reading-Research
AB: This compendium presents the extensive range of data (including nearly 300 tables and 11 figures of data) collected in the National Assessment of Educational Progress' (NAEP's) 1992 Reading Assessment. Chapters 1 and 2 of the compendium present the data in the context of the National Assessment Governing Board achievement levels, showing what students should be able to do at each of three levels: Basic, Proficient, and Advanced. Chapters 3 and 4 present the data in the context of the three purposes for reading--reading for literary experience, reading to gain information, and reading to perform a task. Chapter 5 presents examples of the regular and extended constructed-response questions used. Chapters 6 through 11 contain data related to the background questionnaires presented to students, teachers, and school administrators and discuss students' reading behaviors and attitudes, school and classroom characteristics, methods of reading instruction, teachers' reports of their professional development, students' attitudes towards the assessment itself, and characteristics of students' home life. Appendix A explains the procedure for anchoring the achievement levels in depth, presents examples of questions, and includes the results for each level at each grade. Appendix B describes participation rates for the trial state assessments. Appendix C presents co-statistics on state contextual background factors, and appendix D provides further detail about the assessment procedures. Appendix E contains standard deviations and percentiles for national demographic subpopulations. Appendix F contains examples of stories, articles, and documents used in the 1992 assessment and have been released for public review. (RS)
AN: EJ483189
AU: Kapinus,-Barbara
TI: Looking at the Ideal and the Real in Large-Scale Reading Assessment: The View from Two Sides of the River (Reading Assessment).
PY: 1994
SO: Reading-Teacher; v47 n7 p578-80 Apr 1994
NT: Special Issue: Literacy in the Content Areas: New Definitions and Decisions for the 21st Century.
DEM: *Educational-Change; *Reading-Tests; *Teacher-Attitudes
DER: Elementary-Secondary-Education; State-Programs; Theory-Practice-Relationship
AB: Discusses the differing responses of two groups of administrators and teachers to a new statewide reading assessment--one group saw the ideal and one group experienced the reality. (SR)
AN: ED364873
TI: Reading Assessment Alternatives. Innovative Assessment.
CS: Northwest Regional Educational Lab., Portland, OR. Test Center.
PY: 1994
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED364873
DEM: *Evaluation-Methods; *Informal-Reading-Inventories; *Reading-Achievement; *Reading-Diagnosis
DER: Annotated-Bibliographies; Elementary-Secondary-Education
AB: Representing some of the holdings of the Test Center lending library of the Northwest Regional Educational Laboratory, this annotated bibliography presents information on 105 journal articles, books, chapters of books, and other materials dealing with alternative reading assessment. Many of the entries in the annotated bibliography are informal assessments and are intended mainly for classroom use. Entries in the annotated bibliography were published between 1981 and 1993. (RS)
AN: ED363855
AU: Valencia,-Sheila-W., ed.; and-others
TI: Authentic Reading Assessment: Practices and Possibilities.
CS: International Reading Association, Newark, DE.
PY: 1994
AV: Order Department, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139 (Book No. 765, $12 members, $18 nonmembers).
PR: EDRS Price MF01/PC14 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED363855
DEM: *Portfolios-Background-Materials; *Program-Descriptions; *Program-Evaluation; *Reading-Diagnosis; *Student-Evaluation
DER: Case-Studies; Elementary-Secondary-Education
AB: Presenting nine case studies describing new assessment efforts, this book is designed to foster communication and dialogue about the products and the processes of development. Comprehensive introductory and concluding chapters examine the background of and future challenges facing authentic assessment. Intermediate chapters discusses authentic assessment in the classroom, beyond the classroom, and large-scale authentic assessment. Chapters in the book are: (1) "Definitions and Perspectives" (Elfrieda H. Hiebert and others); (2) "Literacy Portfolios: Windows on Potential" (Jane Hansen, with commentary by Robert J. Marzano); (3) "Assessment and Evaluation of Literacy Learning" (Jan Hancock and others, with commentary by John J. Pikulski); (4) "Rhode Island's Literacy Portfolio Assessment Project" (Mary Ann Snider and others, with commentary by Robert C. Calfee); (5) "Portfolio Assessment: Experiences at the Kamehameha Elementary Education Program" (Kathryn H. Au, with commentary by Ileana Seda); (6) "Literacy Portfolios for Teaching, Learning, and Accountability: The Bellevue Literacy Assessment Project" (Sheila W. Valencia and Nancy A. Place, with commentary by Kenneth P. Wolf); (7) "A Multilayered Assessment Package" (Teri Bembridge, with commentary by Marjorie Y. Lipson); (8) "California's New English-Language Arts Assessment" (Barbara Weiss, with commentary by P. David Pearson); (9) "Redesigning Teaching and Learning: The Arizona Student Assessment Program" (Mary W. Garcia and Kathy Verville, with commentary by Charles W. Peters); (10); "The Maryland School Performance Assessment Program: A New View of Assessment" (Barbara A. Kapinus and others, with commentary by Karen K. Wixson); and (11) "Realizing the Possibilities of Authentic Assessment: Current Trends and Future Issues" (Sheila W. Valencia and others). (RS)
 Alternative Assessment Of Performance In The Language Arts |
Other Resources (available either for sale or via interlibrary loan)
Title: Reading instruction and assessment: understand the IRA standards
Authors: Armbruster, B. B.; Osborn, J.
Year: 2002
Publisher: Allyn and Bacon.
ISBN: 0321063953
Title: Reading assessment: a primer for teachers and tutors
Author: Caldwell, J.
Year: 2002
Publisher: Guilford.
Title: Reading problems: assessment and teaching strategies
Authors: Richek, M. A.; Richek, M. A.
Year and Edition: 2002, 4th ed.
Publisher: Allyn and Bacon.
Title: Linking reading assessment to instruction: an application worktext for elementary classroom teachers
Authors: Mariotti, A. S.; Homan, S. P.
Year and Edition: 2001, 3rd ed.
Publisher: Erlbaum Associates.
ISBN: 0805836926
Title: The role of fluency in reading competence, assessment, and instruction: fluency at the intersection of accuracy and speed
Authors: Kameenui, E. J.; Simmons, D. C.
Year: 2001
Publisher: Lawrence Erlbaum.
Title: Reading and learning difficulties: approaches to teaching and assessment
Author: Westwood, P. S.
Year: 2001
Publisher: Australian Council for Educational Research.
Title: You never asked me to read: useful assessment of reading and writing problems
Author: Simmons, J.
Year: 2000
Publisher: Allyn and Bacon.
ISBN: 0205288545
Title: Assessing reading
Author: Alderson, J. C.
Year: 2000
Publisher: Cambridge University Press.
ISBN: 0521590000
Title: Understanding reading problems: assessment and instruction
Authors: Gillet, J. W.; Temple, C. A.
Year and Edition: 2000. 5th ed.
Publisher: Longman.
ISBN: 0321013336
Title: Diagnostic teaching of reading: techniques for instruction and assessment
Author: Walker, B. J.
Year and Edition: 2000, 4th ed.
Publisher: Merrill.
ISBN: 0130837520
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