ERIC Number: ED118653
Record Type: RIE
Publication Date: 1975-Jun
Reference Count: 0
Measurement and Productivity in School Reading Programs: Main Report and Technical Appendix.
Kidder, Steven; Schuder, Ted
The first half of this report is concerned with the measurement of student achievement in reading comprehension. Following the introduction there is a brief critique of standardized, norm-referenced tests of student performance in reading. It is argued that school districts need tests that are sensitive to instructional treatments rather than more global measures of reading ability. In the section, New Measures of Student Achievement, comprehension is defined and then a multiple-choice cloze testing system is presented. In the next section of the paper the measurement of program resources is discussed. The measurement of resources utilization in units of time is offered as the most accurate, useful assessment of program resources. Finally, the work on the measurement of student achievement and program resources and methodology in productivity analyses is summarized, and a statewide survey of productivity in reading programs is proposed. The Technical Appendix provides a detailed summary of procedures, results, and survey instruments. It is written for the research specialist interested in the Main Report's conclusions. It is designed to clarify procedures and results and to present studies which will help reduce disagreement over some of the research approaches employed. (RC)
Descriptors: Cloze Procedure, Cost Effectiveness, Criterion Referenced Tests, Elementary Secondary Education, Measurement, Norm Referenced Tests, Productivity, Reading Achievement, Reading Comprehension, Reading Programs, Reading Tests, Resources, School Districts, Standardized Tests, Surveys, Test Validity, Testing Problems
University of the State of New York, State Education Department, Division of Research, Albany, New York 12234
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: New York State Education Dept., Albany. Bureau of School and Cultural Research.
Note: Not available in hard copy due to marginal reproducibility of original document