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.
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