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首页> 外文期刊>British Educational Research Journal >Assessing reading at Key Stage 2: SATs as measures of children's inferential abilities
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Assessing reading at Key Stage 2: SATs as measures of children's inferential abilities

机译：在关键阶段2评估阅读能力：SAT是儿童推理能力的量度

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摘要

This article describes two studies. The first study was designed to investigate the ways in which the statutory assessments of reading for 11-year-old children in England assess inferential abilities. The second study was designed to investigate the levels of performance achieved in these tests in 2001 and 2002 by 11-year-old children attending state-funded local authority schools in one London borough. In the first study, content and questions used in the reading papers for the Standard Assessment Tasks (SATs) in the years 2001 and 2002 were analysed to see what types of inference were being assessed. This analysis suggested that the complexity involved in inference making and the variety of inference types that are made during the reading process are not adequately sampled in the SATs. Similar inadequacies are evident in the ways in which the programmes of study for literacy recommended by central government deal with inference. In the second study, scripts of completed SATs Reading papers for 2001 and 2002 were analysed to investigate the levels of inferential ability evident in scripts of children achieving different SATs levels. The analysis in this article suggests that children who only just achieve the 'target' Level 4 do so with minimal use of inference skills. They are particularly weak in making inferences that require the application of background knowledge. Thus, many children who achieve the reading level (Level 4) expected of 11-year-olds are entering secondary education with insecure inference-making skills that have not been recognised.
机译：本文介绍了两项研究。第一项研究旨在调查英格兰11岁儿童的法定阅读测评评估推断能力的方式。第二项研究旨在调查2001年和2002年在伦敦一个行政区的州政府资助的地方政府学校就读的11岁儿童在这些测试中取得的成绩水平。在第一项研究中，分析了2001年和2002年用于标准评估任务（SAT）的阅读论文中使用的内容和问题，以查看正在评估的推理类型。该分析表明，在SAT中未充分采样推理过程中涉及的复杂性以及在阅读过程中做出的各种推理类型。在中央政府推荐的扫盲研究计划处理推论的方式上，类似的不足之处也很明显。在第二项研究中，分析了2001年和2002年完成的SAT阅读文章的剧本，以调查在达到不同SAT水平的儿童的剧本中明显的推理能力水平。本文中的分析表明，仅达到“目标” 4级水平的孩子就可以在很少使用推理技能的情况下做到这一点。它们在做出需要应用背景知识的推断时特别弱。因此，许多达到11岁儿童预期阅读水平（4级）的孩子正在接受中等教育，他们的推论技能不够安全，尚未得到认可。

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