Qualitative observation and standardized reading tests
Qualitative observation and standardized reading tests
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定性观察和标准化阅读测试
DOI：
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发表时间：
1989
期刊：
影响因子：
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通讯作者：
Lyn Wilson
中科院分区：
文献类型：
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作者：
Denis Vincent;Michael de Mare;Lyn Wilson
摘要1987年教育改革条例草案及其相关报告，激化了有关量化和定性评估的相对优点的辩论。本文描述了最近的一项调查，该调查是作为阅读测试发展项目的一部分进行的，该调查探讨了阅读教师对进行口语阅读测试的儿童表现出的一些定性行为类别的重要性的看法。结果表明，许多专科教师原则上倾向于考虑广泛的此类行为，并意识到可能符合标准测试结果的因素。然而，有人建议，需要进一步讨论在阅读领域究竟需要观察和评估什么，如何处理相互冲突的定性和定量评估，以及如何管理大量可能的观察，供评估教师使用，并随后公开介绍报告。
Summary The 1987 Education Reform Bill, and its associated reports, have sharpened the debate on the relative merits of quantitative and qualitative assessment. This paper describes a recent survey, carried out as part of a reading test development project, which explored reading teachers’ perception of the importance of a number of qualitative categories of behaviour displayed by children undertaking an oral reading test. The results indicate that many specialist teachers are disposed, in principle, to take account of a wide range of such behaviours and are aware of factors that might qualify a normative test result. It is suggested, however, that there needs to be considerable further discussion on exactly what, in the field of reading, needs to be observed and assessed, on how conflicting qualitative and quantitative assessments might be handled and on how a large body of possible observations might be made manageable, both for use by the assessing teacher and for a subsequent public presentation of re...