A Construct Modeling Approach to the Assessment of Reading Comprehension for Adolescent Readers

Autor/inn/en	Dray, Amy J.; Brown, Nathaniel J. S.; Diakow, Ronli; Lee, Yongsang; Wilson, Mark R.
Titel	A Construct Modeling Approach to the Assessment of Reading Comprehension for Adolescent Readers
Quelle	In: Reading Psychology, 40 (2019) 2, S.191-241 (51 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dray, Amy J.) ORCID (Wilson, Mark R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-2711
DOI	10.1080/02702711.2019.1614125
Schlagwörter	Reading Comprehension; Adolescents; Test Construction; Intervention; Middle School Students; High School Students; Reading Difficulties; Content Area Reading; Student Evaluation; Foreign Countries; Test Items; Item Response Theory; Reading Skills; Test Bias; Test Validity; Test Reliability; New Zealand + Suchen Sie Ihr Suchwort? Leseverstehen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Testaufbau; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Reading difficulty; Leseschwierigkeit; Sinnerfassendes Lesen; Schulnote; Studentische Bewertung; Ausland; Test content; Testaufgabe; Item-Response-Theorie; Reading skill; Lesefertigkeit; Testkritik; Testvalidität; Testreliabilität; Neuseeland
Abstract	This article describes the development of an assessment system for adolescent reading comprehension. It presents a research context--a reading intervention implemented in middle and high schools in an urban district--which became the impetus for the work. The article outlines the organizational principles of construct modeling that guided the design of the measures and describes the theory and research on adolescent reading that formed the basis of the work. It outlines the technical aspects of the measurement system and the methodology used to analyze internal and external validity. The curriculum-embedded assessment profiled in this study informs teachers about student learning. It also grounds assessment in cognitive and learning theory, thereby linking the assessments to broader content standards and current research and policy. By aligning what is taught with what is assessed, the article adds to a growing body of work that calls for increased integration between reading intervention and assessment teams. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01