Sentence examples for reading assessments from inspiring English sources

Science assessments may include more complex and technical language than mathematics and reading assessments.

Perhaps the language used in mathematics is more universally understood, while context in both math and reading assessments may aid immigrant test takers who are non-native language speakers in deriving meaning in order to successfully respond to questions.

Future research should investigate the content of the assessments as well as include item-level analyses in order to better understand what features of mathematics and reading assessments yield a smaller immigrant achievement gap than science assessments.

Of the 18 districts that participated in the math and reading assessments in both 2009 and 2011, only four improved their fourth grade math scores during this two-year period, and only six improved their eighth grade math scores [2].

Activities included oral presentations, focused group discussions, and reading assessments which were developed by students.

An active, inquiry-based learning approach in which students designed and answered reading assessments contributed positively to learning outcomes.

For those reasons, to improve reading assessment quality, it is recommended that reading assessment should allow for the monitoring of the students' progress across grade levels and the diagnosis of reading difficulties (Cain, 2010).

This paper focuses on the linkage between three components of learner performance, what we refer to as the 'Assessment Triangle': (1) achievement on reading assessment tasks; (2) performance on metacognitive awareness guidance; and (3) awareness of metacognitive reading strategies.

A study was designed to test the effect of using MetaCognitive Awareness Guidance (MCAG) as a vehicle for activating and engaging learners' existing prior knowledge before they begin a reading assessment task.

It is also relevant to note that Cosgrove and Moran (2011) found that students in Ireland in 2009 appear to have engaged much more on the digital than on the print reading assessment, though it is not clear from the analysis whether this is due to the mode of the assessment, assessment length, differences in response formats, and/or some other reason.

Five of the twelve days spent on tests are taken up by the reading assessment done on the iPod Touch.