[Reading-hall-of-fame] Re: Thought you might be interested in this symposium

[P Pearson]

Forgot to mention RHofF members involved in the effort.  Carol Lee, Kathy
Hinchman, John Guthrie, and I are on the Development Panel that has written
(negotiated is a more apt phrase) the Framework.  Georgia Garcia is
involved as a consultant to WestEd, which holds the contract to organize
the work (committees, meetings, interface with the Governing Board).  Karen
Wixson, as the Director of NAEP Reading Assessment for ETS (ETS holds the
contract with the National Center for Educational Statistics to develop the
actual assessment), attends all the meetings and offers clarification about
the current NAEP assessment practices.  So lots of RHF prints (foot or
finger or both?) on this effort.

An updated interim draft of the 2026 (was 2025 before Covid) NAEP Reading
Framework is now publicly available for perusal.  Unlike the June draft,
for this February draft there is no systematic attempt to receive
widespread public feedback. Even so, the National Assessment Governing
Board (NAGB), as a public entity, is always receptive to comments from the
public about all aspects of its work.


So anyone who wishes to contact NAEP should feel welcome to do so. From the
point of view of those of us who have been attempting to bring the
Framework up to date so that it aligns with the latest and most relevant
reading research, theory, practice, and policy., we would welcome comments
to the NAGB in support of our efforts. But feel free to comment in any way
you see fit.



David


Link to a site that contains the February draft of the Framework.


https://www.nagb.gov/governing-board/quarterly-board-meetings/2021/2021-march.html


On Wed, Mar 10, 2021 at 12:39 PM Mckeown, Margaret G <mckeown at pitt.edu>
wrote:

> I attended this webinar, and it was a lively and interesting session!
> Gina did an excellent job in her wrap up. A key point she made was that in
> trying to attend to background knowledge, it is important to distinguish
> between knowledge that is inherent to the construct of reading
> comprehension (linguistic, genre) and topic knowledge, which is construct
> irrelevant.
>
>
>
> Moddy McKeown
>
>
>
> Margaret G. McKeown, Ph. D.
>
> Clinical Professor Emerita, Instruction and Learning
>
> School of Education
>
> Senior Scientist, Learning Research and Development Center
>
> University of Pittsburgh
>
> Pittsburgh, PA 15260
>
> mckeown at pitt.edu
>
>
>
> For more on reading and vocabulary, follow me on Twitter: @margaretmckeow2
>
>
>
> *From: *<reading-hall-of-fame-bounces at lists.nottingham.ac.uk> on behalf
> of P Pearson <ppearson at berkeley.edu>
> *Date: *Wednesday, March 10, 2021 at 1:26 PM
> *To: *reading hall of fame <reading-hall-of-fame at lists.nottingham.ac.uk>
> *Subject: *[Reading-hall-of-fame] Thought you might be interested in this
> symposium
>
>
>
> Here's the intro and a link a video zoom symposium that the National
> Assessment Governing Board held about how to account for the influence of
> topic knowledge on comprehension.
>
>
>
> Gina Cervetti represented the Development Panel charged with developing
> the new 2026 NAEP Framework; she outlined the "tools and features" proposed
> in the new Framework to account for the topic knowledge influence.  Daniel
> Willingham delivered a classic psycholinguistic view of the
> knowledge-comprehension relationship, and several other representatives
> from wide-scale assessments (PISA, PIRLS, GISA, SBAC, Louisiana) talked
> about how they try to mitigate topic knowledge as a potential source of
> bias and construct-irrelevant variance in their assessments.  Gina closed
> by responding to all the other efforts, comparing their approaches with
> what is contemplated in NAEP. A discussion by the NAGB followed.
> Informative, lively, occasionally controversial.
>
>
>
> David
>
>
>
> https://www.nagb.gov/naep-results/reading-comprehension-symposium.html
> <https://nam12.safelinks.protection.outlook.com/?url=https%3A%2F%2Fwww.nagb.gov%2Fnaep-results%2Freading-comprehension-symposium.html&data=04%7C01%7Cmckeown%40pitt.edu%7C9c31cb6fc0fb452f5c4d08d8e402bb12%7C9ef9f489e0a04eeb87cc3a526112fd0d%7C1%7C0%7C637510047671911765%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C1000&sdata=QhlNa37pHKfkDVqHpilBDHivEzBHTAO5d4r4Y8pt%2BKw%3D&reserved=0>
>
>
>
>
> --
>
> +++++++++++++++++++++++++++++
>
> "There are always flowers for those who want to see them." -
> *Henri Matisse*
>
> +++++++++++++++++++++++++++++
>
> P. David Pearson
>
> Evelyn Lois Corey *Emeritus* Professor of Instructional Science
>
> Graduate School of Education
>
> University of California, Berkeley
>
>
>
> email:  ppearson at berkeley.edu
>
> other e-mail:  pdavidpearsondean at gmail.com
>
> *website for publications*:  www.pdavidpearson.org
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-- 
+++++++++++++++++++++++++++++
"There are always flowers for those who want to see them." - *Henri Matisse*
+++++++++++++++++++++++++++++
P. David Pearson
Evelyn Lois Corey *Emeritus* Professor of Instructional Science
Graduate School of Education
University of California, Berkeley

email:  ppearson at berkeley.edu
other e-mail:  pdavidpearsondean at gmail.com
website for publications:  www.pdavidpearson.org
*******************
*Please use HOME ADDRESS for responses*
Home:  851 Euclid Ave
Berkeley, CA  94708 -1305
iPhone:  510 543 6508
****************************************
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