Evaluating the Effectiveness of a State-Mandated Benchmark Reading Assessment: mClass Reading 3D (Text Reading and Comprehension)

Autor/inn/en	Snow, Amie B.; Morris, Darrell; Perney, Jan
Titel	Evaluating the Effectiveness of a State-Mandated Benchmark Reading Assessment: mClass Reading 3D (Text Reading and Comprehension)
Quelle	In: Reading Psychology, 39 (2018) 4, S.303-334 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2017.1422302
Schlagwörter	Reading Tests; Reading Comprehension; Benchmarking; Alternative Assessment; Comparative Analysis; Early Childhood Education; Test Validity; Standardized Tests; Informal Reading Inventories; Scores; Word Recognition; Timed Tests; Outcomes of Education; Grade 1; Grade 2; Grade 3; North Carolina + Suchen Sie Ihr Suchwort? Lesetest; Leseverstehen; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Testvalidität; Standadised tests; Standardisierter Test; Worterkennung; Lernleistung; Schulerfolg; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03
Abstract	We examined which of two instruments (Text Reading and Comprehension inventory [TRC] or a traditional informal reading inventory [IRI]) provides the more valid assessment of a primary-grade student's reading instructional level. The TRC is currently the required, benchmark reading assessment for students in grades K-3 in the state of North Carolina. The TRC and IRI were administered to 196 students in grades 1-3. Results showed that the TRC, when compared to the IRI, (a) underestimated students' reading instructional level, and (b) took three times as long to administer. Suggestions for improving the instrument are offered. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01