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IN THE NAME OF OBJECTIVITY AND SCIENCE, THE TESTING ENTERPRISE HAS LED TEACHERS AND PARENTS TO DISTRUST THEIR ABILITY TO KNOW THEIR OWN CHILDREN; THIS IS THE GREATEST DISSERVICE IT HAS DONE US. NOTHING IS MORE HARMFUL TO A GOOD EDUCATION THAN THIS WITHERING AWAY OF THE EXPECTATION THAT IT TAKES HUMAN BEINGS TO MAKE JUDGMENTS. THE TASK OF RETURNING TESTING TO ITS PROPER PLACE WILL BE DIFFICULT.

ABSTRACTWith the passing of the No Child Left Behind legislation (2001), individual states have been required to administer standardized tests to measure students' academic achievement in several academic areas, including reading comprehension. Many schools are using curriculum embedded reading comprehension tests to assess students' progress in achieving grade level expectations before the administration of state standardized test. This study used de-identified student data on curriculum embedded reading comprehension tests and the state standardized reading test, FCAT 2.0 to assess the correlation between a specific curriculum-based measure and the FCAT 2.0. The researcher used Pearson and Spearman Correlation to assess the predictive relationship of the curriculum-embedded reading tests and FCAT 2.0 reading. Strong correlations were found between the two assessments which educators may find useful when planning and differentiating reading comprehension instruction throughout the school year. ; 2012-05-01 ; M.Ed. ; Education, Teaching, Learning and Leadership ; Masters ; This record was generated from author submitted information.

Macular degeneration is the most widespread untreatable cause of visual impairment. Since it is age-related, it is expected to increase as the mean age of the population increases. Many individuals with this impairment wish to develop or retain reading ability, which is inhibited by the resulting central scotomas, or blind spots. The Pepper Visual Skills for Reading Test has been developed to evaluate the visual skills used in reading under these circumstances. Previously shown to be highly reliable, the Pepper VSRT is also shown to be highly valid when compared to a standardized oral reading evaluation. It can be adapted to a wide variety of clinical applications.

An assessment instrument of the visual skills required for reading among macular loss individuals is presented along with studies designed to evaluate its reliability. Data are included to verify claims regarding aspects of reading that are particularly problematic for macular loss individuals; some techniques for effective rehabilitation are also suggested.

This paper tries to evaluate the exisence of reading test format used in national exam which has been applied for many many years in our schools.As we know that under the reasons of practicality and and limited budget from the government, a multiple choice type is used to assess the students' language competence. Logically, language competence is not only assessed through recognition test, but also production test.In that way then it is regarded important to provide test types other than traditional test in the hope that the test does not only function as a way to measure the product of learning, but also the proses of learning.Some alternative assessments will be discussed and offered to the language practitioners.

The Low Vision Reading Comprehension Assessment (LVRCA) uses an 18-sentence cloze format in two equivalent forms to measure understanding of print reading by persons with macular degeneration. It requires nine minutes to administer and thus can be used in clinical settings. This article describes its development and a study of the reliability and validity of the LVRCA tested on 50 persons with macular degeneration.

ObjectivesThis study investigates ethnic differences in Key Stage 2 (KS2) reading and mathematical test scores among primary school pupils in state schools in England between 2007 and 2018. The aim is to assess the performance across ethnic categories and examine its evolution over the course of the study period.
MethodsThe analysis uses data from the National Pupil Database combining ethnicity information from school censuses with KS2 attainment data. KS2 reading and mathematical tests are taken by Year 6 pupils aged 10 to 11. Mean test scores are compared across ethnic categories, while the method of relative distribution is employed to evaluate performance in each ethnic category relative to the White British across the entire distribution of test scores in 2007 and 2018.
ResultsBetween 2007 and 2018, the reading and maths test scores of British Bangladeshi, Black African, and Pakistani pupils improved relative to the White British group. In 2018, British Bangladeshi and Black African pupils performed at a similar or slightly higher level compared to their White British peers. The advantage in test scores in the two higher performing categories, British Indian and Chinese, further increased. Attainment in the other White category remained similar to the White British group. The test scores for the Black Caribbean and Mixed White and Black Caribbean categories tended to be concentrated in the lower part of the distribution. In 2018, the proportion of mixed and non-White pupils remained largely constant throughout the reading test score distribution, while in maths, a higher proportion of mixed and non-White pupils were found among high achievers compared to other parts of the distribution.
ConclusionFrom 2007 to 2018, KS2 test performance improved relative to the White British group for some ethnic categories, while it did not for others. This paper proposes potential explanations for these differences, which are related to the volume and characteristics of immigration to England. Further empirical testing is required in future research to substantiate these explanations.