ERIC Number: ED344931
Record Type: RIE
Publication Date: 1992-Apr
Reference Count: N/A
Development of a Criterion-Referenced, Performance-Based Assessment of Reading Comprehension in a Whole Literacy Program.
Tibbetts, Katherine A.; And Others
This paper describes the development of a criterion-referenced, performance-based measure of third grade reading comprehension. The primary purpose of the assessment is to contribute unique and valid information for use in the formative evaluation of a whole literacy program. A secondary purpose is to supplement other program efforts to communicate and reinforce objectives for student performance and instructional practices. The Kamehameha Schools/Bishop Estate is a private non-profit educational institution in Hawaii. One of its largest and oldest projects is the Kamehameha Early Education Program (KEEP), which is designed to improve the literacy skills of native Hawaiian children by improving the quality of instruction they receive. KEEP hires and trains teacher consultants for public elementary schools to provide training and support. An innovative student assessment was developed to determine student outcomes supplementing a portfolio approach with a criterion-referenced test with performance-based constructed response items. Assessment development was a collaborative effort of educators, students, and evaluators that was field-tested in 1991. The prototype assessment directly taps curricular objectives in a format that is congruent with instructional practices. There is a 14-item list of references. (SLD)
Descriptors: Constructed Response, Criterion Referenced Tests, Educational Assessment, Formative Evaluation, Grade 3, Inservice Teacher Education, Literacy, Outcomes of Education, Performance Based Assessment, Portfolios (Background Materials), Primary Education, Reading Comprehension, Student Evaluation, Summative Evaluation, Test Construction, Whole Language Approach
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Kamehameha Schools/Bernice Pauahi Bishop Estate, Honolulu, HI.
Identifiers: Kamehameha Early Education Program; Kamehameha Schools HI
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).