Promoting Young Readers' Self-Regulated Literacy Competence Development Through Scenario-Based Literacy Assessment Design

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

Abstract

Jang et al.’ paper, Promoting young readers’ self-regulated literacy competence development through scenario-based literacy assessment design, discusses assessment design frameworks that guided the development of the scenario-based literacy assessment system, BALANCE (Blended Assessment of Literacy and Numeracy in Computerized Environment). The frameworks identify three key dimensions of scenario-based assessment design principles including: 1) the theory of change that makes explicit links between the student model and system model; 2) the theory of cognition that specifies the domain model by operationalizing the construct of literacy in terms of communicative competence; and 3) the theory of action that links the theoretical construct definitions to curriculum expectations. The paper demonstrates specific scenario-based assessment tasks that illustrate these key dimensions.

Authors

• Eunice Eunhee Jang, University of Toronto

• Jeanne Sinclair, Memorial University of Newfoundland

• Clarissa Lau, University of Toronto

• Megan Vincett, OISE/University of Toronto

• Hyunah Kim, Education Quality and Accountability Office

• Elizabeth Jean Larson, OISE/ University of Toronto

• Samantha Dawn McCormick, University of Toronto