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ERIC Number: EJ1162530
Record Type: Journal
Publication Date: 2017
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0731-1745
EISSN: N/A
Validating Automated Measures of Text Complexity
Sheehan, Kathleen M.
Educational Measurement: Issues and Practice, v36 n4 p35-43 Win 2017
Automated text complexity measurement tools (also called readability metrics) have been proposed as a way to help teachers, textbook publishers, and assessment developers select texts that are closely aligned with the new, more demanding text complexity expectations specified in the Common Core State Standards. This article examines a critical element of the validity arguments presented in support of proposed metrics: the claim that criterion text complexity scores developed from students' responses to reading comprehension test items are reflective of the difficulties actually experienced by students while reading. Evidence that fails to support this assertion is examined, and implications relative to the goal of obtaining valid, unbiased evidence about the measurement properties of proposed readability metrics are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A