TY - JOUR
T1 - Assessing Literary Reasoning
T2 - Text and Task Complexities
AU - Lee, Carol D.
AU - Goldman, Susan R.
N1 - Funding Information:
The preparation of this article was supported, in part, by Project READI, a multidisciplinary, multi-institution collaboration aimed at research and development to improve complex comprehension of multiple forms of text in literature, history and science. We thank James Pellegrino and their colleagues on the Project READI Literature Team for contributions to the thinking reflected in this article: Stephen Briner, Candice Burkett, Jessica Chambers, Rick Coppolla, MariAnne George, Allison Hall, Sarah Levine, Joe Magliano, Kathryn McCarthy, Courtney Milligan, and Teresa Sosa. Project READI is supported by the Institute of Education Sciences, US Department of Education, through Grant R305F100007 to University of Illinois at Chicago. The opinions expressed are those of the authors and do not represent views of the Institute or the US Department of Education.
Publisher Copyright:
© 2015, Copyright © The College of Education and Human Ecology, The Ohio State University.
PY - 2015/7/3
Y1 - 2015/7/3
N2 - This article addresses 3 broad challenges of assessment in reading comprehension: (a) explicitly articulating the knowledge and skills students need to recognize and be able to use in comprehending complex texts; (b) understanding how knowledge and skills progress and successively deepen and develop over repeated opportunities to engage in tasks that require critical thinking and interpretation; and (c) how to approach text selection and sequencing. The article examines these challenges in terms of discipline specific comprehension, specifically in the domain of response to literature. It further illustrates how these discipline specific assessment challenges are taken up in Project READI in the design of authentic assessments of literary reasoning.
AB - This article addresses 3 broad challenges of assessment in reading comprehension: (a) explicitly articulating the knowledge and skills students need to recognize and be able to use in comprehending complex texts; (b) understanding how knowledge and skills progress and successively deepen and develop over repeated opportunities to engage in tasks that require critical thinking and interpretation; and (c) how to approach text selection and sequencing. The article examines these challenges in terms of discipline specific comprehension, specifically in the domain of response to literature. It further illustrates how these discipline specific assessment challenges are taken up in Project READI in the design of authentic assessments of literary reasoning.
UR - http://www.scopus.com/inward/record.url?scp=84938544651&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84938544651&partnerID=8YFLogxK
U2 - 10.1080/00405841.2015.1044369
DO - 10.1080/00405841.2015.1044369
M3 - Article
AN - SCOPUS:84938544651
SN - 0040-5841
VL - 54
SP - 213
EP - 227
JO - Theory into Practice
JF - Theory into Practice
IS - 3
ER -