A Theory-Based Approach to Reading Assessment in the Army


Book Description

This report addresses practical Army problems in reading assessment from a theory base that reflects the most recent and most sound research on reading comprehension. Six major conclusions are drawn from both theory and practice. First, reading is important in military and civilian work life. Second, reading assessment is a highly visible and important issue in the Army. Third, reading theories--especially the new-interactive-inferential theory--can positively influence reading measurement practices in the Army. Fourth, reading tests are not all alike; they differ widely in terms of psychometric characteristics and overall quality as evaluated using theory-based standards. Fifth, high correlations exist between the Armed Services Vocational Aptitude Battery (ASVAB) and various reading tests, although caution needs to be exercised in using any part of the ASVB as a reading-test surrogate. Sixth, alternatives to grade equivalent scores are available and should be considered for Army use.




Technical Report


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Resources in Education


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Assessing Reading 1: Theory and Practice


Book Description

This book, along with its companion volume Assessing Reading 2: Changing Practice in Classrooms, was originally conceived as the major outcome from an international seminar on reading assessment held in England. It focuses particularly on theoretical and methodological issues, though with a clear series of links to practices in assessment, especially state and national approaches to classroom-based assessment in the USA, the UK and in Australia, at both primary and secondary levels. Chapters offer new perspectives on the theories that underlie the development and interpretation of reading assessments, national assessments and classroom-based assessment, challenging readers to think in different ways.




Behavior & Society


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Theory and Methods for Supporting High Level Military Decisionmaking


Book Description

This report describes an approach to high-level decision support for a Joint Forces Air Component Commander in combat operations or a Chief of Staff in defense planning. Its central theme is the fundamental importance of dealing effectively with uncertainty, whether in effects-based operations, building the Air Force's Commander's Predictive Environment, or planning future forces with the methods of capabilities-based planning. Because many features of the future cannot be predicted with reasonable confidence, it is better to proceed with the expectation of surprise developments and to have skill in recognizing adaptations and making them than it is to treat uncertainty merely as an annoyance. This report sketches the framework of a high-level decision-support environment that is top-down, expresses concepts in simple and intuitive language, deals explicitly with risk and uncertainty, and provides the capability for decisionmakers to readily discover and question the bases for key assumptions and assessments. It can accommodate both "rational-analytic" and "naturalistic" decisionmakers, allowing them to produce strategies that are flexible, adaptive, and robust (FAR). Two explicit methods and their related tools are described. The first involves portfolio-style thinking and analysis, a good mechanism for balancing risks and other considerations in choosing a course of action. The second is a novel modification of foresight exercises that addresses the need to include humans effectively in dealing with uncertainty. A more extensive discussion of available methods and enabling technologies is also presented, along with some recommendations about investment priorities.




Contemporary Intellectual Assessment


Book Description

This leading practitioner reference and text--now in a revised and expanded fourth edition--provides the knowledge needed to use state-of-the-art cognitive tests with individuals of all ages, from preschoolers to adults. The volume examines major theories and tests of intelligence (in chapters written by the theorists and test developers themselves) and presents research-based approaches to test interpretation. Contributors address critical issues in evaluating culturally and linguistically diverse students, gifted students, and those with intellectual disability, sensory–motor impairments, traumatic brain injuries, and learning difficulties and disabilities. The fourth edition highlights the use of cognitive test results in planning school-based interventions. New to This Edition *Complete coverage of new or updated tests: WPPSI-IV, WISC-V, WISC-V Integrated, WJ IV, ECAD, CAS2, RIAS-2, KABC-II Normative Update, and UNIT2. *Chapters on cutting-edge approaches to identifying specific learning disabilities and reading disorders. *Chapters on brain imaging, neuropsychological intervention in schools, adult intellectual development, and DSM-5 criteria for learning disorders. *Updated chapters on theories of intelligence, their research base, and their clinical utility in guiding cognitive and neuropsychological assessment practice.