Evaluating reading and writing through criteria testing

Abstract

Reliable and valid assessment of the level of adopted skills, as well as forecasting and monitoring student's progress, are preconditions of adequate readjustment of educational program to student's individual characteristics, as well as creation of adequate additional support. In this paper, according to the research review, we have considered options of using Curriculum-based measurement with the intention to introspect its advantages and disadvantages, as well as to point out the circumstances - the context in which its application would be most effective. Considering the results of the implementation of CBM in measuring individual skills reading and writing is based on, we came to the conclusion that it is necessary to combine CBM with additional methods of assessment, in order to get complete results on the basis of which the required educational intervention would be conceived.

Pouzdana i validna procena nivoa usvojenih veština, kao i predviđanje i praćenje učenikovog napretka, predstavljaju preduslove adekvatnog prilagođavanja obrazovnog programa individualnim karakteristikama učenika, kao i kreiranja adekvatne dodatne podrške. U ovom radu smo na osnovu pregleda relevantnih istraživanja razmatrali mogućnosti primene procene čitanja i pisanja koja se bazira na obrazovnom programu (Curriculum-Based Measuremant, CBM) sa namerom da kritički sagledamo njene prednosti i ograničenja, kao i da ukažemo na okolnosti -kontekst u kom bi njena primena bila najefikasnija. Razmatrajući rezultate primene CBM-a u proceni pojedinih veština na kojim se zasniva čitanje i pisanje, dolazimo do zaključka da je CBM neophodno kombinovati sa dodatnim metodama procene, da bi se dobili potpuniji rezultati na osnovu kojih bi se koncipirala potrebna edukativna intervencija.