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Lee, Yong-Won – 2002
The purpose of this study was to investigate the impact of local item dependence (LID) in passage-based testlets on the test score reliability of an English as a Foreign Language (EFL) reading comprehension test from the perspective of generalizability (G) theory. Definitions and causes of LID in passage-based testlets are reviewed within the…
Descriptors: English (Second Language), Foreign Countries, Generalizability Theory, High School Students
Download full textScottish Office Education Dept., Edinburgh. – 2000
This booklet contains some examples of the assessment items used in the fifth English language survey of the Assessment of Achievement Programme (AAP). The examples in the booklet are intended to provide teachers with a clear idea of the range of items used in the survey in the hope that they will provide material for personal professional…
Descriptors: Elementary Secondary Education, English, Foreign Countries, Professional Development
Woodcock, Richard W. – 1997
This boxed set contains a wide-range, comprehensive set of tests for measuring reading achievement and related abilities. The tests are administered individually, and norms are provided from age 4 to age 90. Special college/university norms are also provided. It consists of 10 measures. The scores from different combinations of these tests provide…
Descriptors: Elementary Secondary Education, Higher Education, Reading Achievement, Reading Tests
Hill, Clifford; Larsen, Eric – 2000
This book makes a scholarly contribution to the debate about standardized testing in American education by using the methods of discourse analysis to examine not only representative material from reading tests but also children's responses to it. The book is particularly attentive to the role of culture in shaping children's understanding of what…
Descriptors: Cultural Context, Discourse Analysis, Grade 4, Intermediate Grades
Fejoku, Caroline – 1999
Students in grades 3 through 8 of the Wake County Public School System (WCPSS) took the North Carolina End-of-Grade (EOG) multiple choice tests during May and June 1999. All EOG tests are designed to measure student achievement of knowledge and skills of the North Carolina standard course of study. The multiple choice tests are required in reading…
Descriptors: Academic Achievement, Achievement Gains, Elementary Education, Elementary School Students
Thompson, Tony D.; Davey, Tim – 1999
Methods to control the test construct and the efficiency of a computerized adaptive test (CAT) were studied in the context of a reading comprehension test given as a part of a battery of tests for college admission. A goal of the study was to create test scores that were interchangeable with those from a fixed form paper and pencil test. The first…
Descriptors: Adaptive Testing, College Entrance Examinations, Comparative Analysis, Computer Assisted Testing
Taylor, Catherine S. – 1999
This document contains the technical information for the 1998 Washington Assessment of Student Learning (WASL), Grade 4 Assessment for Reading, Mathematics, Listening, and Writing. It documents the technical quality of the assessment, including the evidence for the reliability and validity of test scores. The manual's chapters are: (1)…
Descriptors: Grade 4, Intermediate Grades, Listening Skills, Mathematics Tests
Alonzo, Julie; Tindal, Gerald – Behavioral Research and Teaching, 2004
The No Child Left Behind Act of 2001 has increased the importance of assessment in K-12 education. Designed to ensure that all students meet high academic standards, the law currently requires states receiving Title I funds to test all children annually in reading and math in grades 3 through 8 and report student performance disaggregated by…
Descriptors: Reading Fluency, Reading Comprehension, Vocabulary, Reading Tests
PDF pending restorationSuccess for All Foundation, 2004
Success for All is the most extensively researched of all comprehensive reform models for Title I elementary schools. It incorporates scientifically based principles of reading, cooperative learning, professional development, tutoring, and family support. Chicago schools implementing the Success for All reading program have once again made…
Descriptors: Reading Programs, Reading Comprehension, National Norms, Elementary Schools
Success for All Foundation, 2004
Success for All is the most extensively researched of all comprehensive reform models for Title I elementary schools. It incorporates scientifically based principles of reading, cooperative learning, professional development, tutoring, and family support. Michigan elementary schools implementing the Success for All reading program made outstanding…
Descriptors: Grade 4, Reading Tests, State Programs, Reading Instruction
Greene, Jay P.; Winters, Marcus A. – Center for Civic Innovation, 2004
Nine states and three of the nation's biggest cities have adopted mandates intended to end "social promotion"? promoting students to the next grade level regardless of their academic proficiency. These policies require students in certain grades to reach a minimum benchmark on a standardized test in order to move on to the next grade. Florida,…
Descriptors: Grade 4, Grade 3, Standardized Tests, Reading Tests
Schenck, E. Allen; Walker, Douglas R.; Nagel, Carrie R.; Webb, Loretta C. – Office of Planning, Evaluation and Policy Development, US Department of Education, 2005
The National Reading Panel (NRP) issued a report in 2000 that responded to a congressional mandate to help parents, teachers, and policymakers identify key skills and instructional methods central to reading achievement. The panel identified five areas that they found to be critical to effective reading instruction: phonemic awareness, phonics,…
Descriptors: Reading Instruction, State Standards, Academic Standards, Student Evaluation
Peer reviewedMartin, Ruby W. – Journal of Reading, 1972
Descriptors: Black Colleges, Black Students, Black Teachers, College Instruction
Peer reviewedSomervill, Mary Ann; Jacobs, John F. – Negro Educational Review, 1972
Descriptors: Black Dialects, Black Students, Dialect Studies, Educationally Disadvantaged
Funderburk, Henry M. – North Carolina Education, 1973
Surveys and evaluates Title I elementary reading programs in North Carolina and offers some recommendations for improving the program. (DM)
Descriptors: Program Descriptions, Program Evaluation, Reading Difficulty, Reading Instruction
