Technical Adequacy of Alternative Reading Measures as Performance Assessments

Abstract

This article focuses on the development and use of alternative reading measures that are performance based (authentic and direct), technically adequate, and help teachers make instructional decisions. Although performance assessments are promulgated as better than many traditional, published measures of achievement, few studies on technical adequacy have been conducted. We present 2 studies that focus on concurrent criterion validity and instructional decision making; the studies are framed as examples of reading measurement within the debate on whole language programs. The first study focuses on the relation of the performance measure of oral reading with several other reading measures; the second study focuses on teacher decision making, using quantitative and qualitative outcomes reflecting individual student change in performance (in reading fluency and prosody) over time. In this article, both studies are described briefly, and the emphasis of discussion is placed on appropriately evaluating programs so that the measures match the interventions (are systemically valid) and support their effec- tiveness for use with individual students.

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