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ERIC Number: ED123590
Record Type: RIE
Publication Date: 1975
Pages: 23
Abstractor: N/A
Reference Count: 0
Grade Level Expectations and Grade Equivalent Scores in Reading Tests.
Tucker, Elizabeth Sulzby
Statistical methods and test writing for reading comprehension have been based on the assumption that certain reading tasks or levels are appropriate at one age level that would be too difficult at another. A clear-cut determination of grade levels for reading materials has, however, not been defined. Grade and age equivalent scores on silent reading tests, readability scores attached to children's reading matter, and reading grade expectancy scores are investigated in light of their usefulness. The history of the grade equivalent scores used in standardized tests and in readability scores can be perceived as reflecting a circular, or skyhook relationship between these scores and curricular material. A testing procedure consisting of items beginning at a basal level, where a student was convinced of his or her mastery, and continuing until a ceiling of error is reached can eliminate the inattention factor and the guess factor. In addition, such a system can preserve the efficiency of the group format and make test results more interpretable to the specialist, as well as more understandable to the child. (KS)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Virginia State Reading Association (Richmond, March 6-8, 1975)