This chapter presents an in-depth assessment of standardized reading tests used to assess English literacy skills among adult immigrants, highly serious problems in adapting materials originally design for native English-speaking children. Both quantitative methods (regression analysis) and qualitative tools (think-aloud protocols) are used to investigate how pragmatic factors impact interpretation of texts, showing that intended readership cannot be ignored in designing assessment tools.
Hill, C., Anderson, L.J. (1994). Adult education in the United States: adapting material for reading tests. In From testing to assessment: English as an international language (pp. 114-144). LONDON : Longman.
Adult education in the United States: adapting material for reading tests
ANDERSON, LAURIE JANE
1994-01-01
Abstract
This chapter presents an in-depth assessment of standardized reading tests used to assess English literacy skills among adult immigrants, highly serious problems in adapting materials originally design for native English-speaking children. Both quantitative methods (regression analysis) and qualitative tools (think-aloud protocols) are used to investigate how pragmatic factors impact interpretation of texts, showing that intended readership cannot be ignored in designing assessment tools.
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https://hdl.handle.net/11365/36964
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