ERIC Number: ED109227
Record Type: RIE
Publication Date: 1975
Reference Count: 0
Measuring Reading Achievement: A Case for Criterion-Referenced Testing and Accoutability. NCME Measurement in Education, Vol. 6, No. 2, Spring 1975.
Samuels, S. Jay; Edwall, Glenace E.
The accountability movement in American education has received great clamors of attention in the past few years. This movement, in turn, suggests the need for particular data to inform responsible decision-making; the need for assessment instruments which can address the question of what is learned; and the need for strengthening the existing ecosystem between schools, universities, the public, and the government agencies concerned with education. Specifically, problems within the context of reading instruction and assessment are discussed. Assessing students in relation to a criterion of mastery; pointing out existing weaknesses in specifying objectives, selecting and designing evaluation instruments, interpreting evaluation data and improving instructional methodology are advocated strongly. (Author/DEP)
Descriptors: Accountability, Achievement Tests, Criterion Referenced Tests, Decision Making, Educational Assessment, Norm Referenced Tests, Reading Achievement, Reading Instruction, Reading Tests, Standardized Tests, Student Evaluation, Testing, Testing Problems
Office of Evaluation Services, Michigan State University, East Lansing, Michigan 48823 (Subscription, $2.00 per year; Single Copy, $0.50, 25 or more, $0.35 ea.)
Publication Type: Journal Articles
Education Level: N/A
Authoring Institution: Michigan State Univ., East Lansing. Office of Evaluation Services.