Building and Scaling Theory-Based and Developmentally Sensitive Scenario-Based Reading Assessments

• In Event: Scenario and Simulation-Based Assessments: Interplay Between Cognition and Assessment

Abstract

Sabatini et al.’s paper entitled, Building and scaling theory-based and developmentally-sensitive scenario-based reading assessments, presents a set of theory-based and developmentally-sensitive scenario-based assessments (SBA) spanning grades 3 through 12. Frameworks were developed based on the cognitive and learning sciences literature to guide development. The frameworks propose that reading comprehension is a purpose-driven activity involving the synthesis, integration and evaluation of multiple sources. Reading is strategic and metacognitive, requiring students to integrate what they read with background knowledge. Reading demands have also changed to reflect advances in technology and the digital literacy skills required to succeed in the 21st Century. The paper presents the results of a study that vertically scaled 19 forms.

Authors

• John P. Sabatini, ETS

• Tenaha P. O'Reilly, ETS

• Jonathan P. Weeks, Educational Testing Service