The Influence of Performance-Based and Authentic Assessment
Many states are developing or have developed new forms of assessment
that make their required testing of reading more performance-based
and authentic (Mitchell, 1992; O'Neil, 1992). Even tests that are
administered to very large numbers of students, like the National
Assessment of Educational Progress (NAEP), are moving in the direction
of becoming more authentic and performance-based.
Some of the characteristics of new reading tests include:
Building the reading assessment within a framework that views reading
as a dynamic, interactive, constructive process; therefore, isolated
Using longer passages that were not written for the test but that were
originally written for students to read for information and enjoyment.
Assessing students' ability to read a variety of text types for a
variety of purposes, such as reading expository, narrative, and procedural
enjoyment, for literary appreciation, for information, and so forth.
Asking students to respond to open-ended questions that allow for a
variety of interpretations and a range of acceptable responses rather
than asking students to choose the correct answer from four choices (NAEP
Reading Consensus Project, 1992).
Go on to Match Between Assessment and Instruction
Back to Changes in Reading Assessment
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