Reading Comprehension Assessment (original) (raw)

2015

Abstract

The only freedom that is of enduring importance is freedom of intelligence, that is to say, freedom of observation and of judg-ment exercised in behalf of purposes that are intrinsically worth-while.-John Dewey A fter closely examining the recent history of reading comprehension assessment in the United States, we have concluded that although both the forms of assessment and the key players in the assessment process have changed in significant ways, the functions of assessment have re-mained relatively constant. In terms of function, we have always used, and continue to use, assessment tools to eval-uate programs, to hold particular groups accountable for some specified set of outcomes (though it may seem that that is all we do these days), to inform instruction, either for individuals or whole classes, and finally, to determine who gains access to particular programs or privileges (the gate-

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