The Alignment Of Reading Ability Standards And Academic Assessment

Reading ability is the use of certain evaluation criteria and standards through systematic data collection, to assess and determine the course of the development process for students to read a variety of basic skills and students’ ability to learn and apply through reading, it is not only for children’s reading psychology and educational research and practice provides an effective tool for children’s reading ability educational intervention to provide a scientific basis for planning and policy development activities have read guide. Consistency reading competency standards and assessment is the relationship between educational theory and practice in the field of education, the essence of education is rational logic and the logic of the relationship between educational practice. Read the ability to achieve a high degree of consistency of standards and evaluation of student academic performance for high performance standards.So, how to develop students’ reading ability? How to Component of students’ reading skills? What capacity indicators? Whether standard and assessment need for consistent reading ability? What is the reason for the inconsistency? How to achieve a high degree of consensus standards and evaluation reading ability? Based ponder these questions, we try to use the American curriculum implementation survey mode (Surveys of Enacted Curriculum) in recent years, the primary language of the internal structure of the questions were read consistency analysis, but is based on the "standard driver" national or regional language courses Analysis and evaluation of projects of international standards, and tries to put forward the construction of China’s primary language reading performance standards. Each chapter is organized as follows:The first part of the paper stated that the introduction of cause and significance of the research topic; further combed the literature; a clear research direction; the core issue (reading ability, standards and conformity assessment) were defined; clarify the status of the study, the problem, frameworks, methods and significance.The second part (including the chapter 1, Chapter 2) to explore the value of reading ability and consistency on the issue from the perspective of the theory of the formation. The first chapter is divided into four parts:The first part describes the research in the reading ability of modern behaviorism, cognitive science, and reading ability constructivism relationship doctrine study also illustrates the attributes and values of contemporary reading ability. The second part describes the reading ability and language development, cognitive development and social development of the relationship, the third part analyzes the components of reading skills, including knowledge of the elements, the capacity factor, emotional factor. Section IV outlines the reading competency assessment guide, prediction, incentive and diagnostic role. The second chapter is divided into four parts:The first part describes the philosophical foundation of consistency, including consistency and value the fact that epistemology epistemology. The second part describes the psychological basis of consistency, which focuses on the origins of Taxonomy of Educational Objectives, and an extension of the comparison. The third part analyzes the characteristics of the consistency of the constituent elements, including the structure and define the criteria for the evaluation of curriculum standards, standards-based concepts. Part IV describes the recent US analysis dimension and analysis of the consistency analysis, which focuses on the United States for nearly two years, the Common Core State Standards (Common Core State Standards) and the results of the application of curriculum implementation survey mode (SEC) analysis.The third part (including the chapter 3 and chapter 4) from the target and the current situation of reading ability of the theory and practice of reading competency standards and assessment analysis. The third chapter consists of three parts, the first part analyzes the language curriculum standards system, the second part focuses on the curriculum standards of language competency standards in reading and evaluation of proposals were analyzed and deconstructed, the third try and identify the elements from the content level two dimensions known to construct standard framework of reading ability, and the "Compulsory Education curriculum standards (2011 edition)," read part of the primary coded and deconstructed by being added to the ability to read standard framework. Chapter 4 uses a survey of curriculum implementation model and use of consistent formula:consistency index P= 1-[Σ| X i-Yi|]/2 as read consistency between studies curriculum standards and analysis tools to read the questions, on China’s southeast, west, north, central, Linhai City, Zhejiang Province, Tianhe District, Guangzhou City, Yinchuan, Ningxia Province, Changchun City, Jilin Province, Wuhan Wuchang District, five regional data were analyzed and discussed the findings.The fourth part (including the chapter 5 and chapter 6) from the international horizon introduced to build consistency curriculum standards and evaluation framework based on. The fifth chapter of the American Common Core State Standards, US academic ability performance standards, standard English language courses in Australia, UK English language curriculum standards, Ontario Canada, English language curriculum standards and the Singapore Chinese curriculum standards. By comparison, the analysis of the building and reading curriculum standards abroad as "standards-driven" curriculum reform to literacy core curriculum features, including the ability to read the logic of curriculum standards and content dimensions of the target goals and cognitive dimension standardized reading curriculum content standards. The sixth chapter describes the international students’ academic achievement evaluation project PISA, Progress in International Reading project PIRLS, American Evaluation of Educational Progress NAEP, American studies and employment preparation and evaluation partner PARCC smarter balance Evaluation Coalition SBAC. Through analysis and comparison, summed up the Enlightenment foreign reading ability evaluation system for the evaluation of reading, including reading literacy clearly defined, clear explanation of the core concepts, the precise choice of reading the text, the ability to read indicators hierarchical design and a comprehensive study on the learning modality.Fifth part, that Chapter 7 to taking an example design based on performance standards consistent reading frame of language reading capabilities, including the level of performance, the performance of description, presentation and sample evaluation. Meanwhile, as part of the students’ academic quality, in order to fully investigate the students’reading academic modality, the second part of this chapter is also trying to design a country language reading skills learning modality evaluation questionnaire, which includes reading emotions questionnaire, reading attitude survey, Reading habits questionnaire.