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ERIC Number: ED507810
Record Type: Non-Journal
Publication Date: 2009-Jun
Pages: 49
Abstractor: As Provided
Reference Count: 142
ISBN: N/A
ISSN: N/A
Cognitively Based Assessment of, for, and as Learning: A Framework for Assessing Reading Competency. Research Report. ETS RR-09-26
O'Reilly, Tenaha; Sheehan, Kathleen M.
Educational Testing Service
This paper presents the rationale and research base for a reading competency model designed to guide the development of cognitively based assessment of reading comprehension. The model was developed from a detailed review of the cognitive research on reading and learning and a review of state standards for language arts. A survey of the literature revealed three key areas of reading competency: prerequisite reading skill, model building skill, and applied comprehension skill. Prerequisite reading skill is the ability to read text accurately and fluently. Model building skill is the ability to construct meaning from either decoded text or spoken language. Applied comprehension skill is the ability to use and apply the information contained in text for some particular purpose. The framework is discussed in terms of 7 key principles that have implications for the design of a modern assessment of reading. The skills branch of the Cognitively Based Assessment "of", "for and "as" Learning (CBAL) reading competency model is appended. (Contains 1 figure and 6 notes.)
Educational Testing Service. Rosedale Road Mailstop 19R, Princeton, NJ 08541-0001. Tel: 609-921-9000; Fax: 609-734-5410; Web site: http://www.ets.org
Publication Type: Reports - Research
Education Level: Elementary Secondary Education; High Schools; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Educational Testing Service