Abstract
AbstractThis study utilized National Assessment of Educational Progress exercises to assess performance on specific reading objectives. The method of data analysis encompassed both norm-referenced and criterion-referenced interpretations of pupil performance. Reading assessment results from 1,105 fourth grade pupils indicated from both norm- and criterion-referenced aspects that performance was sufficient to suggest attainment of the objectives. Problems associated with certain aspects of the criterion-referenced interpretations were discussed and recommendations for solutions explored.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
