Research On The Evaluation Of The Third-year Middle School Students' Reading Ability

In modern society, reading ability the individual possessed has close impact to his current and future development. Previous research on the reading ability of students focused on the structure, formation and feature of development etc. However, research on students'evaluation of reading ability is less. Especially, no research happened on third-year middle school students. To evaluate their developing statement has great significance for predicting their capacity in dealing with the various problems meeting in reading. PISA is an assessment about four general situations of reading ability on the process of reading for those who are in and outside school. However, existing research on evaluation of students'reading ability only involved in the field of school education, and researched with classical test theory, which keep the evaluation of different dimensions stop from carrying out in the same scale and lack of depth for the results of evaluation.This study adopts three attributions and four situations of reading ability as the evaluating framework. The attributions include: the capacity to filter information, the ability to deduce and understand, and the skill of evaluation. Four situations are: reading for personal purpose, reading for public purpose, reading for work purpose and education. On the basis of the framework, we tested the third-year middle school students with the investigating questions of reading ability.First of all, it uses multidimensional models to analyze the data which collected from investigation. For further analysis, the capacity value of each attribution combines the students'background information, so we can see:1. The reading ability developed uneven. The ability to filter information was mastered best by these students, followed by inference comprehension, and finally the evaluation capacity.2. The three key attributions are significantly related to their achievement in learning. But evaluation capacity is the greatest.3. Although gender difference doesn't exist with the three attributions for those students, there are differences on some variables such as one-child or not, home and parental level of education.Secondly, the study also quoted DINA model to analyze, and the results showed that:1. DINA model involved in the assessment of all students, there are 77.1% of them mastered the totally three attributions, 17.4% mastered parts of them, and 5.5% of them mastered it incompletely. 2. The lower scores'students are less than the high scores'on deducing ability and evaluating ability, so teachers should be strengthened lower scores'students in these two attributions of training.3. Though some students who were tested scored the same, it didn't mean the same for their development in the three key attributions of reading capacity. Refer to the mastering mode, we can know their short-comings in reading skills specifically and concretely.From above we can see that the students'reading ability developed unbalanced. The level of reading ability is affected by many factors. If the teachers strengthen the teaching of evaluation ability, it is helpful to improve students'scores. Although students get the same scores on test, their reading ability maybe has essential difference.