Kartleggingsprøver i lesing - tid for nytenking?
DOI:
https://doi.org/10.5617/adno.6499Keywords:
kartleggingsprøver i lesing, historikk, fremtidens prøver, forbedret pedagogisk potensiale, longitudinell prediksjonAbstract
Som en del av det Nasjonale kvalitetsvurderingssystemet for grunnopplæringen (NKVS) i norsk utdanning har vi i dag forskjellige leseprøver med ulikt formål og utforming for bruk i det 13-årige skoleløpet. I denne artikkelen tegner vi opp en historisk bakgrunn for innføringen av kartleggingsprøvene i lesing i begynneropplæringen, og peker på flere forhold som kaller på en nytenking av dette prøvekonseptet. I artikkelen viser vi ved hjelp av data fra en longitudinell studie hvordan en kort oppgave gjennomført i slutten av første klasse predikerer vansker med leseforståelse i 3. klasse. Med utgangspunkt i disse resultatene drøfter vi kimen til et mulig nytt prøvekonsept med potensiale for a) bedre samsvar mellom teori om lesing og måling av lesing, b) longitudinell prediksjon, og c) en prøve som kan gjennomføres på kortere tid med forbedret pedagogisk potensiale. Sentralt i dette forslaget står tanken om en kort inngangsprøve som oppfyller prøvens primære formål om å identifisere de elevene som står i fare for å utvikle vansker med lesing, fulgt av en utforskende del gjennomført en-til-en som gir læreren informasjon om hvordan vansken arter seg.
Nøkkelord: kartleggingsprøver i lesing, longitudinell prediksjon, tidlig innsats, dysleksi, lese- og skrivevansker, intensiv opplæring.
Is it time to rethink screening tests for Reading?
Abstract
As part of the national quality assessment system in education, Norwegian schools use a variety of reading test with different purposes and designs. In this study we initially provide a historical background regarding the development and implementation of the first-grade screening tests for reading. Within this historical context, we point to the need for rethinking the overall design and philosophy of these tests. Using longitudinal study data, we empirically document how a short group-administered assessment task at the end of first grade predicts difficulties in reading comprehension at the end of third grade. Based on these results we discuss the development of a new design with potentially a) better concurrence of reading theory and reading measures, b) longitudinal prediction, c) a shorter test with better pedagogical potential. Central to this idea is a short initial task that can fulfil the primary purpose of the screening, followed by an explorative, observational aspect, implemented in a one-to-one manner, that would provide greater information regarding the nature of the difficulty.
Keywords: screening tests for reading, longitudinal prediction, early efforts, dyslexia, reading and writing difficulties, special education
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