Engineering a Twenty-First Century Reading Comprehension Assessment System Utilizing Scenario-Based Assessment Techniques

IF 1 Q2 SOCIAL SCIENCES, INTERDISCIPLINARY
J. Sabatini, T. O’Reilly, Jonathan P. Weeks, Zuowei Wang
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引用次数: 21

Abstract

The construct of reading comprehension has changed significantly in the twenty-first century; however, some test designs have not evolved sufficiently to capture these changes. Specifically, the nature of literacy sources and skills required has changed (wrought primarily by widespread use of digital technologies). Modern theories of comprehension and discourse processes have been developed to accommodate these changes, and the learning sciences have followed suit. These influences have significant implications for how we think about the development of comprehension proficiency across grades. In this paper, we describe a theoretically driven, developmentally sensitive assessment system based on a scenario-based assessment paradigm, and present evidence for its feasibility and psychometric soundness.
利用情景评估技术构建21世纪阅读理解评估系统
阅读理解的结构在21世纪发生了重大变化;然而,一些测试设计还没有发展到足以捕捉这些变化。具体来说,扫盲资源和所需技能的性质发生了变化(主要是由于数字技术的广泛使用)。现代理解和话语过程理论的发展适应了这些变化,学习科学也随之发展。这些影响对我们如何看待跨年级理解能力的发展具有重要意义。在本文中,我们描述了一个理论驱动的、基于场景的评估范式的发展敏感的评估系统,并提供了其可行性和心理测量合理性的证据。
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来源期刊
International Journal of Testing
International Journal of Testing SOCIAL SCIENCES, INTERDISCIPLINARY-
CiteScore
3.60
自引率
11.80%
发文量
13
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