Computer-based technologies offer promise as a means to assess students and provide teachers with better understandings of their students' achievement. This article describes recent developments in computer-based and web-based reading and literacy assessment, focusing on assessment administration, information management, and report creation. In…

Offers a humorous look at the problem of assessment. (FL)

Reports that neither residual nor crude gain methods were more effective in measuring reading improvement gain at the elementary level. (TO)

Examines several criterion-referenced-testing programs for strengths and weaknesses in diagnosing the student's reading skills. (RB)

A number of studies available through the ERIC system raise the possibility of major changes in the testing of reading comprehension during the 1980s. (DD)

Notes that, while the test is not recommended for children at the lower and extreme upper levels, it does provide a valid and reliable measure of some of the abilities that may be involved in the reading behaviors of five- and six-year-old children. (FL)

Concludes that the extra attention paid to children during the administration of reading tests does not have a significant effect on test performance and that the Hawthorne effect does not influence reading test results. (RB)

Research indicates that a special version of the cloze procedure is a reliable test of reading comprehension. (RB)

Suggests one possible way to get rid of reading tests that do not measure what they are supposed to. (RB)

Presents an overview of National Assessment studies. (JM) Aspect of National Assessment (NAEP) dealt with in this document: Program Description (Progress Report).

Presents an interactive view of reading assessment, which minimizes levels of comprehension and comprehension skills, focusing instead on readers' oral language, prior knowledge of the topic, and ability to reason, and emphasizes the teacher's role in gathering evaluative information. (MM)

Warns that scores on standardized reading tests which fall at or below the chance level should be disregarded and suggests that teachers administer a lower level of the same test. Table. (RW)

Discusses the advantages and disadvantages of criterion referenced testing in the elementary reading program. (RB)

Suggests an easy method to check phonic skills and learn what help the child needs to improve his reading ability. (TO)