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ERIC Number: ED315763
Record Type: RIE
Publication Date: 1989
Pages: 57
Abstractor: N/A
Reference Count: N/A
The Current State of Assessment in Literature. Report Series 3.1.
Brody, Pamela; And Others
A study examined state-mandated literature assessment procedures and undertook a content analysis of tests produced by proprietary testing companies and textbook producers in order to ascertain how literature achievement is assessed in the United States. Results indicated that 61% of the school systems assess literature as part of an assessment of reading and that the main focus of these assessment programs is on comprehension rather than cultural literacy. The content analysis indicated that a majority of items in proprietary testing programs deal with comprehension of the content of the text rather than any literary aspects such as language, structure, or voice and that tests in commercial anthology series also focus on comprehension. The results also indicated that the one exception to the overall assessment picture occurred in university placement examinations which contained a higher number of items calling for knowledge of literature and literary skills. (Six tables and 15 figures of data are included; 16 references, an interview schedule, a list of commercial achievement tests reviewed, a classification scheme for test items, and 8 tables of data are attached.) (Author/RS)
Center for the Learning and Teaching of Literature, School of Education, 1400 Washington Ave., ED B-9, University of Albany, State University of New York, Albany, NY 12222 ($7.00).
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Endowment for the Arts, Washington, DC.; Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Learning and Teaching of Literature, Albany, NY.