ERIC Number: EJ1068279
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Assessing Literary Reasoning: Text and Task Complexities
Lee, Carol D.; Goldman, Susan R.
Theory Into Practice, v54 n3 p213-227 2015
This article addresses 3 broad challenges of assessment in reading comprehension: (a) explicitly articulating the knowledge and skills students need to recognize and be able to use in comprehending complex texts; (b) understanding how knowledge and skills progress and successively deepen and develop over repeated opportunities to engage in tasks that require critical thinking and interpretation; and (c) how to approach text selection and sequencing. The article examines these challenges in terms of discipline specific comprehension, specifically in the domain of response to literature. It further illustrates how these discipline specific assessment challenges are taken up in Project READI in the design of authentic assessments of literary reasoning.
Descriptors: Reading Comprehension, Literature, Critical Reading, Critical Thinking, Reading Material Selection, Reading Instruction, Instructional Effectiveness, Intervention, Reading Programs, Reading Skills, Skill Development, Expertise, Sequential Learning, Reader Text Relationship, Difficulty Level
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305F100007