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Autor/inn/en | Dray, Amy J.; Brown, Nathaniel J. S.; Diakow, Ronli; Lee, Yongsang; Wilson, Mark R. |
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Titel | A Construct Modeling Approach to the Assessment of Reading Comprehension for Adolescent Readers |
Quelle | In: Reading Psychology, 40 (2019) 2, S.191-241 (51 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Dray, Amy J.) ORCID (Wilson, Mark R.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0270-2711 |
DOI | 10.1080/02702711.2019.1614125 |
Schlagwörter | Reading Comprehension; Adolescents; Test Construction; Intervention; Middle School Students; High School Students; Reading Difficulties; Content Area Reading; Student Evaluation; Foreign Countries; Test Items; Item Response Theory; Reading Skills; Test Bias; Test Validity; Test Reliability; New Zealand Leseverstehen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Testaufbau; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Reading difficulty; Leseschwierigkeit; Sinnerfassendes Lesen; Schulnote; Studentische Bewertung; Ausland; Test content; Testaufgabe; Item-Response-Theorie; Reading skill; Lesefertigkeit; Testkritik; Testvalidität; Testreliabilität; Neuseeland |
Abstract | This article describes the development of an assessment system for adolescent reading comprehension. It presents a research context--a reading intervention implemented in middle and high schools in an urban district--which became the impetus for the work. The article outlines the organizational principles of construct modeling that guided the design of the measures and describes the theory and research on adolescent reading that formed the basis of the work. It outlines the technical aspects of the measurement system and the methodology used to analyze internal and external validity. The curriculum-embedded assessment profiled in this study informs teachers about student learning. It also grounds assessment in cognitive and learning theory, thereby linking the assessments to broader content standards and current research and policy. By aligning what is taught with what is assessed, the article adds to a growing body of work that calls for increased integration between reading intervention and assessment teams. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |