EXAMINING THE VALIDITY OF 2 MEASURES FOR FORMATIVE TEACHING - READING ALOUD AND MAZE
EXAMINING THE VALIDITY OF 2 MEASURES FOR FORMATIVE TEACHING - READING ALOUD AND MAZE
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DOI：
10.1177/001440299305900505
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发表时间：
1993-03-01
影响因子：
2.8
通讯作者：
JEWELL, M
中科院分区：
文献类型：
--
作者：
JENKINS, JR;JEWELL, M
本研究考察了标准化阅读测试成绩、两种非正式测试（大声朗读和迷宫）与教师判断之间的关系。研究对象为335名2-6年级学生。口语阅读流畅性与两项成就测试的相关系数随年级水平的增加呈下降趋势，高年级口语阅读与两项成就测试的相关系数低于以往研究结果。相比之下，迷宫任务和成就测试之间的系数并没有显示出从低年级到高年级的类似下降。结果将在使用信息指导的评估程序的背景下讨论。
This study examined the relations among performance on standardized reading tests, two informal measures (reading aloud and maze), and teacher judgment. Subjects were 335 students from Grades 2-6. Correlations between oral reading fluency and two achievement tests varied according to students' grade level, with a declining trend in the coefficients as grade level increased Correlations between oral reading and achievement tests at the upper grade levels were lower than those reported in previous studies. In contrast, coefficients between performance on maze tasks and achievement tests did not show a similar decline from lower to upper grade levels. Results are discussed in the context of assessment procedures used informative instruction.