Assessing Literary Reasoning: Text and Task Complexities

Carol D. Lee*, Susan R. Goldman

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

13 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)213-227
Number of pages15
JournalTheory Into Practice
Volume54
Issue number3
DOIs
StatePublished - Jul 3 2015

ASJC Scopus subject areas

  • Education

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