Implications of bilingualism for reading assessment.

2013 ◽  
pp. 241-264 ◽  
Author(s):  
Sharolyn D. Pollard-Durodola ◽  
Elsa Cárdenas-Hagan ◽  
Fuhui Tong
Keyword(s):  
Reading Assessment

Number Reading Assessment

1997 ◽  
Author(s):  
Edward J. Daly ◽  
James A. Wright ◽  
Susan Q. Kelly ◽  
Brian K. Martens
Keyword(s):  
Reading Assessment

Penn Reading Assessment Computerized Adaptive Test

2019 ◽  
Author(s):  
Mikhal A. Yudien ◽  
Tyler M. Moore ◽  
Allison M. Port ◽  
Kosha Ruparel ◽  
Raquel E. Gur ◽  
...  
Keyword(s):  
Reading Assessment ◽  
Computerized Adaptive Test ◽  
Adaptive Test

Studies of a Self-Administered Oral Reading Assessment

2017 ◽  
Author(s):  
Jared Bernstein ◽  
Jian Cheng ◽  
Jennifer Balogh ◽  
Elizabeth Rosenfeld
Keyword(s):  
Oral Reading ◽  
Reading Assessment

Stochastic Approximation Methods for Latent Regression Item Response Models

2010 ◽  
Vol 35 (2) ◽  
pp. 174-193 ◽  
Author(s):  
Matthias von Davier ◽  
Sandip Sinharay
Keyword(s):  
Item Response ◽  
Stochastic Approximation ◽  
Latent Variable ◽  
Reading Assessment ◽  
Mathematics Assessment ◽  
National Assessment ◽  
Variable Model ◽  
Response Models ◽  
Item Response Models ◽  
Latent Regression

This article presents an application of a stochastic approximation expectation maximization (EM) algorithm using a Metropolis-Hastings (MH) sampler to estimate the parameters of an item response latent regression model. Latent regression item response models are extensions of item response theory (IRT) to a latent variable model with covariates serving as predictors of the conditional distribution of ability. Applications to estimating latent regression models for National Assessment of Educational Progress (NAEP) data from the 2000 Grade 4 mathematics assessment and the Grade 8 reading assessment from 2002 are presented and results of the proposed method are compared to results obtained using current operational procedures.

Adult Reading Assessment: Are We Doing the Best With What We Have?

1999 ◽  
Vol 6 (2) ◽  
pp. 68-78 ◽  
Author(s):  
Kay B. Stevens ◽  
J. Randall Price
Keyword(s):  
Reading Assessment ◽  
Adult Reading

scholarly journals Studi Fenomenologi: Penilaian Membaca dalam Pembelajaran Bahasa Indonesia di Sekolah Menengah Atas Pekanbaru

GERAM ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 117-128
Author(s):  
Desi Sukenti ◽  
Jamilin Tinambunan ◽  
Muhammad Mukhlis ◽  
Erlina
Keyword(s):  
Reading Assessment ◽  
Phenomenological Approach ◽  
Language Teachers ◽  
Sentence Structure ◽  
Reading Assessments ◽  
Depth Interview ◽  
Teachers Experiences ◽  
Assessment Activity ◽  
Figure Of Speech ◽  
Sentence Patterns

Reading assessment is a form of assessment activity carried out by educators in assessing students' reading. This study uses a phenomenological approach to explore teachers' experiences as participants in learning to read stories, read poetry and read descriptive texts in developing reading assessments. This study involved 15 Indonesian language teachers and conducted in-depth interviews about reading assessments in schools. The theories used in this research are Setiadi (2016), Abdul (2003), Tarigan (1994), Yunus (2012), Tampubolon (2015), Razak (2001), Nurhayati (2009), Djiwandono (2011), and the theory of Burhan Nurgiyantoro (2014). In-depth interview analysis in this study shows that the assessment of reading saga pays attention to the assessment of speech sounds, words, sentences, letters, language, readings, pays attention to reading pauses, sentence breaks, paragraph breaks, sentence content, letter content, punctuation marks, appreciates the content. In contrast, the construction of poetry reading assessment includes the assessment of diction sounds, sounds, letters, sentences, rhymes, rhythms, stanzas, the figure of speech, confidence, language style, appreciation. Descriptive text-based assessment is to assess the accuracy of diction (use of vocabulary, conjunctions between sentences, clarity of language sounds); the assessment of the accuracy of the sentence structure of the reading pays attention to 3 assessments, namely the arrangement of sentence patterns, stringing sentences and the form of sentences used; and assessing the spelling and writing used including the assessment of punctuation, use of capital letters. Educators can use this research recommendation on the construction of reading assessment in high school in the concept of reading assessment in schools.

scholarly journals Designing the Holistic Evaluation in Teaching Reading/Tasmim al-Taqwim al-Syumuli Fi Ta’lim al-Muthala’ah

2021 ◽  
Vol 5 (1) ◽  
pp. 141
Author(s):  
Rini Rini ◽  
Partomuan Harahap
Keyword(s):  
Reading Instruction ◽  
Teaching And Learning ◽  
Formative Evaluation ◽  
Reading Assessment ◽  
Teaching Reading ◽  
Reading Material ◽  
Reading Materials ◽  
Final Exams ◽  
Theory Of Reading ◽  
Good Learning

The purpose of this article is to design the holistic evaluation in teaching reading. Assessment plays an important role in education process. Good evaluation is essential for good education and good learning. The evaluation of reading material is able to depict the faults and advantages of a reading instruction program. Also, students are able to know the level of their ability and absorption of reading materials from the assessment. The research method used is the library method. Assessment is an important part of teaching reading. So far, there are still found some designs of reading assessment which are not integrated and comprehensive, identical to the theory of reading comprehension including literal reading, interpretive reading, critical reading, and creative reading. As a result of this research, the design of the reading assessment is based upon the teaching and learning process (the daily calendar) or the so-called formative evaluation and an evaluation that is based at the end of the lecture in the form of midterm exams and final exams, or what is called a final evaluation. The evaluation design has two types comprising the practice evaluation and the written evaluation.

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