Assessing Children’s Social Functioning and Reading Proficiency: A Systematic Review of the Quality of Educational Assessment Instruments Used in Norwegian Elementary Schools

References

• Algozzine, B., Wang, C., & Violette, A. S. (2011). Reexamining the relationship between academic achievement and social behavior. Journal of Positive Behavior Interventions, 13(1), 3–16. doi: 10.1177/1098300709359084
   Web of Science ®Google Scholar
• Allard, B., Rudqvist, M., Sundblad, B., Corneliussen, G. G., Smeland, O. I., & Moen, S. (2006). Den nye LUS-boken : Leseutviklingsskjema – LUS : en bok om leseutvikling. Oslo: Cappelen akademisk forlag. Publications included in the evaluation review are marked with an asterisk (*).
   Google Scholar
• Arnesen, A., Meek-Hansen, W., Ottem, E., & Frost, J. (2013). Barns vansker med språk, lesing og sosial atferd i læringsmiljøet: En undersøkelse basert på lærervurderinger og leseprøver i grunnskolens 2.-5.trinn. Psykologi i kommunen, 6, 41–56.
   Google Scholar
• Asbjørnsen, A. E., Obrzut, J. E., Eikeland, O.-J., & Manger, T. (2010). Can solving of Wordchains be explained by phonological skills alone? Dyslexia, 16, 24–35. doi: 10.1002/dys.394
   PubMed Web of Science ®Google Scholar
• Aschim, A. K. (2006). Damms leseunivers 1 Ressursperm. Oslo: Cappelen Damm.
   Google Scholar
• Ask, I. (2016, August, 30). Aski Raski [Software and WebApplication]. Unpublished instrument. Retrieved from http://www.askiraski.no/index.cfm
   Google Scholar
• Baruch, Y., & Holtom, B. (2008). Survey response rate levels and trends in organizational research. Human Relations, 61(8), 1139. doi: 10.1177/0018726708094863
   Web of Science ®Google Scholar
• Beauchamp, M. H., & Anderson, V. (2010). Social: An integrative framework for the development of social skills. Psychological Bulletin 2010, 136(1), 39–64.
   Google Scholar
• Boada, R., Willcutt, E. G., & Pennington, B. F. (2012). Understanding the comorbidity between dyslexia and attention-deficit/hyperactivity disorder. Topics in Language Disorders, 32(3), 264–284. doi: 10.1097/TLD.0b013e31826203ac
   Web of Science ®Google Scholar
• Carlsten, C. T. (2016). Carlstenprøvene. Oslo: Cappelen Damm.
   Google Scholar
• Cordier, R., Speyer, R., Chen, Y., Wilkes-Gillan, S., Brown, T., Bourke-Taylor, H., … Leicht, A. (2015). Evaluating the psychometric quality of social skills measures: A systematic review. PLoS One, 10(7), doi: 10.1371/journal.pone.0132299
   Web of Science ®Google Scholar
• Cronbach, L. J., & Meehl, P. E. (1955). Construct validity in psychological tests. Psychological Bulletin, 52, 281–302. doi: 10.1037/h0040957
   PubMed Web of Science ®Google Scholar
• Dahle, A. E., Knivsberg, A.-M., & Andreassen, A. B. (2011). Coexisting problem behaviour in severe dyslexia. Journal of Research in Special Educational Needs, 11(3), 162–170. doi: 10.1111/j.1471-3802.2010.01190.x
   Google Scholar
• DeRosier, M. E., & Lloyd, S. W. (2011). The impact of children’s social adjustment on academic outcomes. Reading & Writing Quarterly, 27(25-22), 25–47. doi: 10.1080/10573569.2011.532710
   PubMedGoogle Scholar
• Duna, K. E., & Frost, J. (1999). Elevens selvrapport: Systematisk kartlegging av elevens subjektive forståelse av egen livssituasjon. Jaren: PP-tjenestens materiellservice. Retrieved from http://www.aspergerbedriftene.no/materiellservice/butikk/elevens-selvrapport/1-laererveiledning-20-noteringshefter-56-kort-3-esker-m-m/
   Google Scholar
• Duna, K. E., Frost, J., Godøy, O., & Monsrud, M.-B. (2003). Kartlegging av barn og unges lese- og skrivevansker med Arbeidsprøven. Oslo: Bredtvet kompetansesenter.
   Google Scholar
• Durlak, J. A., & Weissberg, R. P. (2011). Promoting social and emotional development is an essential part of students’ education. Human Development, 54(1), 1–3. doi: 10.1159/000324337
   Web of Science ®Google Scholar
• Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. doi: 10.1111/j.1467-8624.2010.01564.x
   PubMed Web of Science ®Google Scholar
• Elliott, S. N., Huai, N., & Roach, A. T. (2007). Universal and early screening for educational difficulties: Current and future approaches. Journal of School Psychology, 45(2), 137–161. doi: 10.1016/j.jsp.2006.11.002
   Web of Science ®Google Scholar
• Engen, L., & Helgevold, L. (2012). Leselos: Veiledningshefte. Stavanger: Lesesenteret, Universitetet i Stavanger. Retrieved from www.lesesenteret.no ISBN: 978-82-7649-071-8
   Google Scholar
• Evensen, K. B. (2011). Forebygging av lesevansker: En beskrivelse av IL-basis sitt potensial til å predikere barns leseferdighet i 2. klasse (Master’s Thesis). Retrieved from http://hdl.handle.net/10852/31428
   Google Scholar
• Evers, A., Hagemeister, C., & Hostmaelingen, A. (2013). EFPA review model for the description and evaluation of psychological and educational tests (Tech. Rep. Version 4.2. 6). Brussels: European Federation of Psychology Associations.
   Google Scholar
• Evers, A., Muñiz, J., Hagemeister, C., Høstmælingen, A., Lindley, P., Sjöberg, A., & Bartram, D. (2013). Assessing the quality of tests: Revision of the EFPA review model. Psicothema, 25(3), 283–291.
   PubMed Web of Science ®Google Scholar
• Fagbokforlaget. (2016). Kartleggeren.no: [Computer software]. Unpublished material. Retrieved from http://kartleggeren.no/
   Google Scholar
• Floyd, R. G., Shands, E. I., Alfonso, V. C., Phillips, J. F., Autry, B. K., Mosteller, J. A., … Irby, S. (2015). A systematic review and psychometric evaluation of adaptive behavior scales and recommendations for practice. Journal of Applied School Psychology, 31(1), 83–113. doi: 10.1080/15377903.2014.979384
   Web of Science ®Google Scholar
• Frost, J., & Nielsen, J. C. (2000). IL-basis – et prøvemateriell for å beskrive og vurdere barns leseforutsetninger og tidlige leseutvikling. Norsk psykologforening.
   Google Scholar
• Gallefoss, B. S. (1996). ASTON INDEX, en test for observasjon og vudering av lese/skrive/språkvansker : en analyse av testresultat, med hovedvekt på utføringsdelen (54 elever, pluss 6 voksne) (Master’s Thesis). Oslo: University of Oslo.
   Google Scholar
• García-Madruga, J. A., Vila, J. O., Gómez-Veiga, I., Duque, G., & Elosúa, M. R. (2014). Executive processes, reading comprehension and academic achievement in 3th grade primary students. Learning and Individual Differences, 35(0), 41–48. doi:http://doi.org/10.1016/j.lindif.2014.07.013
   Google Scholar
• Gjesdal kommune. (2011). SOL: Systematisk observasjon av lesing. [Computer software]. Retrieved from http://www.sol-lesing.no/
   Google Scholar
• Gotch, C. M., & French, B. F. (2014). A systematic review of assessment literacy measures. Educational Measurement: Issues and Practice, 33(2), 14–18. doi: 10.1111/emip.12030
   Web of Science ®Google Scholar
• Gresham, F. (2007). Response to intervention and emotional and behavioral disorders: Best practices in assessment for intervention. Assessment for Effective Intervention, 32(4), 214–222. doi: 10.1177/15345084070320040301
   Google Scholar
• Gustafsson, J.-E., Allodi Westling, M., Åkerman, A., Eriksson, C., Eriksson, L., Fischbein, S., … Ogden, T. (2010). School, learning and mental health: A systematic review. Stockholm: The Royal Swedish Academy of Sciences, The Health Committee.
   Google Scholar
• Heckman, J. J. (2000). Policies to foster human capital. Research in Economics, 54(1), 3–56. doi:http://doi.org/10.1006/reec.1999.0225
   Google Scholar
• Heckman, J. J. (2011). The economics of inequality: The value of early childhood education. American Educator, 35(1), 31–35.
   Google Scholar
• Hoover, W. A., & Gough, P. B. (1990). The simple view of reading. Reading and Writing, 2(2), 127–160. doi: 10.1007/bf00401799
   Web of Science ®Google Scholar
• Høien, T. (2007). Håndbok til LOGOS: Teoribasert diagnostisering av lesevansker. Bryne: Logometrica.
   Google Scholar
• Høien, T., & Lundberg, I. (1988). Stages of word recognition in early reading development. Scandinavian Journal of Educational Research, 32(4), 163–182. doi: 10.1080/0031383880320402
   Google Scholar
• Høien, T., & Lundberg, I. (1991). KOAS: Kartlegging av ordavkodingsstrategiene. Stavanger: Senter for leseforsking.
   Google Scholar
• Høien, T., & Tønnesen, G. (2008a). Instruksjonshefte til Ordkjedetesten. Bryne: Logometrica.
   Google Scholar
• Høien, T., & Tønnesen, G. (2008b). S40: Setningsleseprøven. Lesesenteret, Universitetet i Stavanger; Logometrica.
   Google Scholar
• Johnsen, K. (1980). Noteringshefte med rettledning til Diagnostisk lese/skriveprøve 1 (1-3.trinn) og 2 (3. – 9.trinn). Drammen: PP-tjenestens materiellservice. Retrieved from http://www.materiellservice.no/produktkategori/lese-og-skriveprover/
   Google Scholar
• Johnson, T. P., & Wislar, J. S. (2012). Response rates and nonresponse errors in surveys. (viewpoint essay). JAMA, The Journal of the American Medical Association, 307(17), 1805. doi: 10.1001/jama.2012.3532
   PubMed Web of Science ®Google Scholar
• Klinkenberg, J. E., & Skaar, E. (2003). STAS. Manual. Brandbu: PP-tjenestens Materiell Service.
   Google Scholar
• Kunnskapsdepartementet. [The Norwegian Ministry of Education]. (2009). Rett til læring. NOU 2009:18. Oslo: Departementenes servicesenter.
   Google Scholar
• Kunnskapsdepartementet [The Norwegian Ministry of Education]. (2011a). Meld. St. 18 (2010-11). Læring og fellesskap. Tidlig innsats og gode læringsmiljøer for barn, unge og voksne med særlige behov. In Kunnskapsdepartementet (Ed.), (Vol. 18). Oslo.
   Google Scholar
• Kunnskapsdepartementet [The Norwegian Ministry of Education]. (2011b). Vurdering av verktøy som brukes til å kartlegge barns språk i norske barnehager.
   Google Scholar
• Kunnskapsdepartementet [The Norwegian Ministry of Education]. (2017). Meld. St. 21 (2016–2017). Lærelyst – tidlig innsats og kvalitet i skolen.
   Google Scholar
• Lundberg, I., & Herrlin, K. (2008). God leseutvikling: kartlegging og øvelser. Oslo: Cappelen akademisk forlag.
   Google Scholar
• Lyster, S.-A. H., & Tingleff, H. (2002). Ringeriksmaterialet kartlegging av språklig oppmerksomhet hos barn i alderen 5-7 år. Test/kopieringsoriginaler. Oslo: Cappelen Damm.
   Google Scholar
• McIntosh, K., Reinke, W. M., Kelm, J. L., & Sadler, C. A. (2012). Gender differences in reading skill and problem behavior in elementary school. Journal of Positive Behavior Interventions. doi: 10.1177/1098300712459080
   Web of Science ®Google Scholar
• Merrell, K. W. (2001). Assessment of children’s social skills: Recent developments, best practices, and New directions. A Special Education Journal, 9(1-2), 3–18. doi: 10.1080/09362835.2001.9666988
   Google Scholar
• Miles, S. B., & Stipek, D. (2006). Contemporaneous and longitudinal associations between social behavior and literacy achievement in a sample of Low-income elementary school children. Child Development, 77, 103–117. doi: 10.1111/j.1467-8624.2006.00859.x
   PubMed Web of Science ®Google Scholar
• Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & The PRISMA Group. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(6), e1000097. doi:10.1371/journal.pmed1000097 doi: 10.1371/journal.pmed.1000097
   PubMed Web of Science ®Google Scholar
• National Assessment Governing Board. (2013). Reading framework for the 2013 national assessment of educational progress. US Department of Education. Washington, DC: Author. Retrieved from http://files.eric.ed.gov/fulltext/ED542063.pdf
   Google Scholar
• Nielsen, J. C. (2010). Beskrivelse og vurdering af elevernes læsning og stavning: Vejledende materialer og diagnostiske prøver med henblik på målfastsættelse og planlægning. København: Danmarks Pædagogiske Universitet.
   Google Scholar
• Nielsen, J. C., Kreiner, S., Poulsen, A., & Søegård, A. (1995). Lærerveiledning til setningsleseprøvene SL60 og SL40. Senter for leseforsking.
   Google Scholar
• Nielsen, J. C., Kreiner, S., Poulsen, A., & Søegård, A. (2008). Lærerveiledning til leseprøvene OL64, OL120, MiniSL1 og MiniSL2. Norsk versjon: Monsrud, M.-B., Godøy, O., Heller, A. K., & Thurmann-Moe, A. C. Oslo: Cappelen Akademisk.
   Google Scholar
• NOU 2015:8 (Official Norwegian Reports). The school of the future renewal of subjects and competences. Oslo: The Norwegian Ministry of Education and Research.
   Google Scholar
• OECD. (2015). Skills for social progress: The power of social and emotional skills. OECD Skills Studies. Paris: OECD Publishing.
   Google Scholar
• Oslo kommune. (2012). LUS-håndboken: Bruk av leseutviklingsskjema i grunnskolen. Oslo: Oslo kommune, Utdanningsetaten.
   Google Scholar
• Ottem, E., & Frost, J. (2005). Språk 6-16. Screening test. Oslo: Bredtvet kompetansesenter.
   Google Scholar
• PsykTestBarn. (2016). EFPA review model for the description and evaluation of psychological and educational tests. Test Review Form and Notes for Reviewers. Version 4.2.6. Retrieved from http://www.psyktestbarn.no/CMS/ptb.nsf
   Google Scholar
• Rivera, M., Al-Otaiba, S., & Koorland, M. (2006). Reading instruction for students with emotional and behavioral disorders and At risk of antisocial behaviors in primary grades: Review of literature. Behavioral Disorders, 31(3), 323–339. doi: 10.1177/019874290603100306
   Web of Science ®Google Scholar
• Siddiq, F., Hatlevik, O. E., Olsen, R. V., Throndsen, I., & Scherer, R. (2016). Taking a future perspective by learning from the past – A systematic review of assessment instruments that aim to measure primary and secondary school students’ ICT literacy. Educational Research Review, 19, 58–84. doi:10.1016/j.edurev.2016.05.002
   Web of Science ®Google Scholar
• Sivertsen, R. (1990). Aston Index. Prøve for observasjon og vurdering av lese-, skrive- og språkvansker. Brandbu: Skolepsykologi-materiellservice.
   Google Scholar
• Skaathun, A. (2013). Lesesenterets staveprøve. Stavanger: Universitetet i Stavanger. Retrieved from http://lesesenteret.uis.no/boeker-hefter-og-materiell/boeker-og-hefter/lesesenterets-staveprove-article85269-12686.html. ISBN: 978-82-7649-079-4
   Google Scholar
• Solheim, O. J. (2015a). Kartleggingsprøven i lesing for 1. trinn. Rapport basert på ordinær gjennomføring våren 2015. Stavanger. Received on request from the Norwegian Directorate for Education and Training.
   Google Scholar
• Solheim, O. J. (2015b). Kartleggingsprøven i lesing for 2. trinn. Rapport basert på ordinær gjennomføring våren 2015. Stavanger: Universitetet i Stavanger. Received on request from the Norwegian Directorate for Education and Training.
   Google Scholar
• Solheim, O. J. (2015c). Kartleggingsprøven i lesing for 3. trinn. Rapport basert på ordinær gjennomføring våren 2015. Stavanger: Universitetet i Stavanger. Received on request from the Norwegian Directorate for Education and Training.
   Google Scholar
• Standards & Testing Agency. (2015). Retrieved from https://www.gov.uk/government/organisations/standards-and-testing-agency
   Google Scholar
• Statens beredning för medicinsk utvärdering [Swedish Council on Health Technology Assessment]. (2014). Dyslexi hos barn och ungdomar - tester och innsatser. En systematisk litterauröversik [Dyslexia in children and adolescence – Tests and efforts: A systematic review]. Stockholm: Statens beredning för medicinsk utvärdering [Swedish Council on Health Technology Assessment].
   Google Scholar
• Stewart, R. M., Benner, G. J., Martella, R. C., & Marchand-Martella, N. E. (2007). Three-Tier models of reading and behavior: A research review. Journal of Positive Behavior Interventions, 9(4), 239–253. doi: 10.1177/10983007070090040601
   Web of Science ®Google Scholar
• Støle, H., Mangen, A., & Stangeland, E. B. (2015). Den nasjonale prøven i lesing på 5.trinn 2015. Stavanger: Universitetet i Stavanger. Received on request from the Norwegian Directorate for Education and Training.
   Google Scholar
• Sutherland, M. J., & Smith, C. D. (1991). Assessing literacy problems in mainstream schooling: A critique of three literacy screening tests. Educational Review, 43(1), 39–48. doi: 10.1080/0013191910430104
   Web of Science ®Google Scholar
• Terras, M. M., Thompson, L. C., & Minnis, H. (2009). Dyslexia and psycho-social functioning: An exploratory study of the role of self-esteem and understanding. Dyslexia, 15(4), 304–327. doi: 10.1002/dys.386
   PubMed Web of Science ®Google Scholar
• Thorndike, R. M., & Thorndike-Christ, T. (2014). Measurement and evaluation in psychology and education (8th ed). Harlow: Pearson.
   Google Scholar
• Topstad, I. (2000). Leseklar? Kartlegging av språklig bevissthet i 1. – 2. Klasse. Kristiansand: Arbeid med ord læremidler A/S.
   Google Scholar
• Topstad, I. (2001). Kartlegging av leseferdighet 2. klasse. Kristiansand: Arbeid med ord Læremidler A/S.
   Google Scholar
• Undheim, A. M., Wichstrøm, L., & Sund, A. M. (2011). Emotional and behavioral problems among school adolescents with and without reading difficulties as measured by the youth self-report: A one-year follow-up study. Scandinavian Journal of Educational Research, 55(3), 291–305. doi: 10.1080/00313831.2011.576879
   Web of Science ®Google Scholar
• Utdanningsdirektoratet [The Norwegian Directorate for Education and Training]. (2011). Rammeverk for kartleggingsprøver på barnetrinnet. Oslo: Utdanningsdirektoratet. Received on request from the Norwegian Directorate for Education and Training.
   Google Scholar
• Utdanningsdirektoratet [The Norwegian Directorate for Education and Training]. (2015). Nasjonale prøver. 2015. Lesing 5. Trinn [National Tests. Reading Grade 5]. Oslo: Utdanningsdirektoratet. Received on request from the Norwegian Directorate for Education and Training.
   Google Scholar
• Utdanningsdirektoratet [The Norwegian Directorate for Education and Training]. (2016, February 23). Elevundersøkelsen. [Student Survey]. Retrieved from http://www.udir.no/tall-og-forskning/brukerundersokelser/elevundersokelsen/
   Google Scholar
• Utdanningsdirektoratet [The Norwegian Directorate for Education and Training]. (2016, March 30). Elevenes sosiale kompetanse - hva kan du som lærer gjøre? Kartlegging av klassens sosiale kompetanse [Students’ Social Competence]. Retrieved from http://www.udir.no/laring-og-trivsel/laringsmiljo/psykososialt-miljo/sosial-kompetanse/struktur-og-regler/
   Google Scholar
• Utdanningsdirektoratet [The Norwegian Directorate for Education and Training]. (2016). Metodegrunnlaget for nasjonale prøver. Oslo: Utdanningsdirektoratet.
   Google Scholar
• Welsh, M., Parke, R., Widaman, K., & O’Neill, R. (2001). Linkages between children’s social and academic competence: A longitudinal analysis. Journal of School Psychology, 39(6), 463–482. doi: 10.1016/S0022-4405(01)00084-X
   Web of Science ®Google Scholar