A Survey of College Reading Programs in New York State, Part II: Diagnosis, Placement and Program Components.

Autor/in	Malinowski, Patricia A.
Titel	A Survey of College Reading Programs in New York State, Part II: Diagnosis, Placement and Program Components.
Quelle	(1991), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Community Colleges; Diagnostic Tests; Educational Trends; Followup Studies; Reading Ability; Reading Diagnosis; Reading Tests; State Surveys; Student Placement; Test Use; Test Validity; Testing; Two Year Colleges; New York + Suchen Sie Ihr Suchwort? Community college; Community College; Diagnostic test; Diagnostischer Test; Bildungsentwicklung; Follow-up studies; Kontaktstudium; Reading competence; Lesekompetenz; Lesetest; Schülerpraktikum; Testanwendung; Testvalidität; Testdurchführung; Testen
Abstract	During spring 1988, an initial survey was conducted among two- and four-year colleges in New York State to identify the primary reading test used for diagnosis and placement. In order to address several questions raised by the study, a follow-up survey of participating two-year colleges was conducted during fall 1989. Of the 28 two-year colleges involved in the initial survey, 20 schools returned the follow-up questionnaires. The purpose of the second survey was to pinpoint the exact reasons for test use, to evaluate instructor satisfaction with the measurement tool, and to identify any trends in the adoption of new measurement tools. The second survey instrument was individualized, identifying each institution's original responses (e.g., cut-off scores, follow-up testing, and reading course components). Findings of the follow-up survey included the following: (1) educators felt that current standardized tests were not meeting the needs of the individual colleges to assess the abilities of the diverse student populations which are served; (2) there was a general move toward the use of more comprehensive, multiple assessment tests; (3) in-house tests for follow-up assessment remained the most commonly used tool; and (4) reading educators agreed that their major concerns were insufficient time and the lack of administrative and faculty support to deal with students experiencing reading deficiencies. The survey instrument, sample responses, and the names of the specific tests most commonly used are included. (GFW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC