NotesFAQContact Us
Search Tips
ERIC Number: ED603941
Record Type: Non-Journal
Publication Date: 2019
Pages: 35
Abstractor: As Provided
Engineering a 21st Century Reading Comprehension Assessment System Utilizing Scenario-Based Assessment Techniques
Sabatini, John; O'Reilly, Tenaha; Weeks, Jonathan; Wang, Zuowei
Grantee Submission
The construct of reading comprehension has changed significantly in the 21st century, however, some test designs have not evolved sufficiently to capture these changes. Specifically, the nature of literacy sources and skills required has changed (wrought primarily by widespread use of digital technologies). Modern theories of comprehension and discourse processes have been developed to accommodate these changes, and the learning sciences have followed suit. These influences have significant implications for how we think about the development of comprehension proficiency across grades. In this paper, we describe a theoretically driven, developmentally sensitive assessment system based on a scenario-based assessment paradigm, and present evidence for its feasibility and psychometric soundness. [This paper will be published in "International Journal of Testing" (EJ1241871).]
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305F100005