Abstract
This article describes the development of an assessment system for adolescent reading comprehension. It presents a research context—a reading intervention implemented in middle and high schools in an urban district—which became the impetus for the work. The article outlines the organizational principles of construct modeling that guided the design of the measures and describes the theory and research on adolescent reading that formed the basis of the work. It outlines the technical aspects of the measurement system and the methodology used to analyze internal and external validity. The curriculum-embedded assessment profiled in this study informs teachers about student learning. It also grounds assessment in cognitive and learning theory, thereby linking the assessments to broader content standards and current research and policy. By aligning what is taught with what is assessed, the article adds to a growing body of work that calls for increased integration between reading intervention and assessment teams.
Published Version
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