O’Reilly, T., Weeks, J., Sabatini, J., Halderman, l., & Steinberg, J. (2014). Designing reading comprehension assessments for reading interventions: How a theoretically motivated assessment can serve as an outcome measurement. Educational Psychology Review, 26(3), 403-424. https://doi.org/10.1007/s10648-014-9269-z 

Designing reading comprehension assessments for reading interventions: How a theoretically motivated assessment can serve as an outcome measurement

O’Reilly, T. & Sabatini, J. (2013). Reading for understanding: How performance moderators and scenarios impact assessment design. ETS Research Report Series, 2013(2), i–47. https://doi.org/10.1002/j.2333-8504.2013.tb02338.x


Reading for understanding: How performance moderators and scenarios impact assessment design

San Jose State University

Aims to present literature and work in a “goal-oriented scenario” to increase participant motivation. It also offers a measurement of student effort to gauge motivation. Deviates from other comprehensions tests in that it attempts to engage background knowledge through multimedia sources before the response portion and use of multiple reading sources that can supplement each other for participant responses. 

Global Integrated Scenario-Based Assessment (GISA)

- GISA Scenarios
- GISA Multimedia and Videos
- GISA Embedded Motivation Assessments

GISA Features

GISA assessments were used to assess reading comprehension in specific subject areas. The assessments were web delivered and discipline specific and had a duration of 45-60 minutes. They were designed to simulate a scenario where the participant worked with a peer to prepare for a test. The tasks included writing, paraphrasing, inferencing, and  identifing  key information. 

GISA in History, Science, and Literature Assessments

- Background Knowledge
- Motivation and Engagement

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