Chapter published in:
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

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.
Published online: 09 August 2018
https://doi.org/10.1075/swll.17.09sto
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