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Reading for Understanding: How Performance Moderators and Scenarios Impact Assessment Design GISA RfU

Author(s):
O'Reilly, Tenaha; Sabatini, John P.
Publication Year:
2013
Report Number:
RR-13-31
Source:
ETS Research Report
Document Type:
Report
Page Count:
47
Subject/Key Words:
Global, Integrated, Scenario-based Assessment (GISA), Reading Comprehension, Reading Assessment, Background Knowledge, Academic Motivation, Reading Strategies, Metacognition, Self-Regulation, Reading for Understanding (RfU)

Abstract

As a second aim, we present a case for using scenario-based assessments and how they can be used to integrate into the test design both the performance moderators as well as other features that make the assessment more instructionally relevant.

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