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ERIC Number: ED435374
Record Type: Non-Journal
Publication Date: 1999-Nov
Pages: 15
Abstractor: N/A
Reference Count: N/A
Developing Content-Specific Reading Placement Tests.
Behrman, Edward H.
This paper examines the efficacy of content-general reading tests used to place students into development courses. It argues that the discipline-generic model of comprehension supporting content-general reading tests is challenged by conclusions emerging from studies of schema theory, construction-integration theory, domain-knowledge theory, and expert-novice studies. This paper reviews how each orientation questions the efficacy of the discipline-generic model and proposes that content-specific tests, which measure the reader's ability to comprehend text in particular subject areas, rather than content-general reading tests, should be used in developmental placement. It suggests that content-specific reading assessment can focus on comprehension at the broad domain level (such as literature, science, or social studies), at the narrow domain or discipline level (such as geology or ancient history), or at the topical level (tectonic plates, Punic Wars), and use a wide array of testing options, including fixed-response, constructed-response, or performance items. Two tables present reading passage topics on a variety of different tests. (Contains approximately 40 references.) (JM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A