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Part of
Learning to Read in a Digital World
Edited by Mirit Barzillai, Jenny Thomson, Sascha Schroeder and Paul van den Broek
[Studies in Written Language and Literacy 17] 2018
► pp. 205–224

Chapter 9
Digitisation of reading assessment

| University of Stavanger
| University of Stavanger
| University of Oslo
| University of Sheffield

As screen reading becomes the new standard, valid measures for capturing the defining features of reading ability as it moves from paper to screens must be developed. With the ongoing digitisation of many international and national large scale assessments, questions about the role of testing mode become especially pertinent. This chapter explores the question of how testing mode impacts the design of digital reading tests as well as children’s performance on them. We discuss how findings from empirical research on mode effects can inform the design of reading assessment and consider the pedagogical implications of a move to digital assessment.

Article outline
  • 1.Introduction
  • 2.Assessing skills digitally
  • 3.Digitisation of reading assessment: Cognitive considerations
  • 4.Digitisation of reading assessment: Navigating issues of text selection
  • 5.High stakes assessments: ILSA International assessment
    • 5.1The IEA-assessments PIRLS, ePIRLS
    • 5.2The OECD-assessments PISA and PIAAC
  • 6.Changing definitions, changing texts
  • 7.What large-scale assessment has taught us about mode-differences
    • 7.1Pedagogical implications 1: Designing assessments sensitive to reading across modes
    • 7.2Pedagogical implications 2: The influence of digitised reading assessment on classroom practice
  • 8.Concluding perspectives
  • References
Published online: 9 August 2018
DOI logo
https://doi.org/10.1075/swll.17.09sto
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