Computerised baseline assessment of literacy

Singleton, Chris; Horne, Joanna and Thomas, Kevin (2002). Computerised baseline assessment of literacy. Journal of Research in Reading, 22(1) pp. 67–80.

DOI: https://doi.org/10.1111/1467-9817.00070

Abstract

In a study using the literacy module from CoPS Baseline, a computerised assessment system, 153 children were assessed at an average age of 4 years 10 months, and progress in reading was followed up 12 months later. The results indicated that the computerised baseline assessment module produced a satisfactory distribution of scores across the intended age range, and the shorter adaptive form of the baseline test correlated highly (r = 0.81) with the full form. Baseline scores gave a good overall prediction of reading development over the first year of schooling (r = 0.74), regardless of the child’s age. Correlations between the 8 skill/concept areas that comprise the baseline assessment and reading ability 12 months later were consistent with other findings reported in the literature. It was concluded that the objectivity that characterises computerised assessment could provide a more consistent and dependable approach to baseline assessment.

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