Fragile Evidence: A Critique of Reading Assessment

Table of contents

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• Title Page iii
• Contents v
• Preface vii
• Endnotes xi
• Part I 1
• Introduction 1
• 1 What Counts as Evidence of Reading? 3
• 2 Evidence, Validity, and Assessment 15
• Part Ii The Validity of Standardized Tests From a Traditional Psychometric Perspective 31
• 4 Individualized Assessment 57
• Part Iii The Validity of Standardized Tests From the Perspective of Their Use 73
• 5 A Selective Social History of the Uses Of Reading Tests 75
• 6 The Consequences of the Use Of Standardized Tests 89
• Part Iv Moving Toward Alternatives 103
• 7 "Evaluation is All Day, Noticing What is Happening": Multifaceted Evaluations of Readers 105
• 8 Toward Reform: Lessons From Miscue Analysis 125

• Title Page iii
• Contents v
• Preface vii
• Endnotes xi
• Part I 1
• Introduction 1
• 1 What Counts as Evidence of Reading? 3
• 2 Evidence, Validity, and Assessment 15
• Part Ii The Validity of Standardized Tests From a Traditional Psychometric Perspective 31
• 4 Individualized Assessment 57
• Part Iii The Validity of Standardized Tests From the Perspective of Their Use 73
• 5 A Selective Social History of the Uses Of Reading Tests 75
• 6 The Consequences of the Use Of Standardized Tests 89
• Part Iv Moving Toward Alternatives 103
• 7 "Evaluation is All Day, Noticing What is Happening": Multifaceted Evaluations of Readers 105
• 8 Toward Reform: Lessons From Miscue Analysis 125
• Part V Reform Initiatives 135
• 9 Reforms in Assessment: Perils and Possibilities 137
• 10 Toward a Revisioning of Reading Assessment: What Matters? 163
• Appendix Attributes of Individualized And Group Tests Analyzed 171
• References 179
• Author Index 197
• Index 203