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Improvement in national test reading scores at Key Stage 1; grade inflation or better achievement?
Author(s) -
Meadows Sara,
Herrick David,
Feiler Anthony
Publication year - 2007
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/01411920601104391
Subject(s) - reading (process) , literacy , test (biology) , psychology , achievement test , standardized test , grade inflation , academic achievement , educational attainment , population , cohort , reading comprehension , mathematics education , developmental psychology , demography , pedagogy , medicine , higher education , political science , economics , sociology , economic growth , paleontology , law , biology
The aim of the UK National Literacy Strategy is to raise standards in literacy. Strong evidence for its success has, however, been lacking: most of the available data comes from performance on tests administered in schools or from Office for Standards in Education reports and is vulnerable to suggestions of bias. An opportunistic analysis of data from a population cohort study extending over three school years compares school‐based scores at school entry and at age 7–8 with independently administered scores on similar tests. The results show a small but statistically significant rise between 1998 and 1999 and between 1998 and 2000 in scores on both Key Stage 1 Reading Standard Assessment Tasks taken in schools and the reading component of the WORD test taken independently. This is clear evidence for a real rise in reading attainment over this period, which may be attributable to the children's experience of the National Literacy Strategy.