Konstruktion och bedömning av förmågan att läsa (och förstå) skönlitterär text

Abstract

This article discusses the validity of reading comprehension measurements in the 9th grade national assessments of Swedish. It argues for the necessity of establishing suitable construct definitions of reading comprehension before any valid inferences are to be made from students’ test results. Theory of assessment and theory of literary response are drawn upon in order to analyze, on item level, the way in which good reading comprehension is represented in the test. The results demonstrate two different types of shortcomings related first of all to inadequate construct definitions. The first problem is the narrow perspective from which acceptable interpretations in student’s literary responses are defined. The second problem is the priority given to quantitative over qualitative facets when assessing students’ constructed responses.