The development of a criterion-referenced test of occupational functional reading ability.

The Sheffield Occupational Functional Reading Project is discussed. The Project is placed in the context of rising concern about the qualities of school-leavers. The development of a test based on the reading requirements of employment is described. Functional reading tasks were identified for a wide range of jobs. Reading materials were collected during interviews with employers, officers of training organisations and staff of colleges of further education. Interviews were conducted with recent school-leavers.Items were constructed using standard and novel item-types.All items were scrutinised by panels of employers and linguists and were piloted in schools. Items were amended or rejected as necessary. Two forms of a functional reading test, Forms A and B, were constructed. Test-retest procedures were used to assess the reliability of each form, using both product-moment correlations and agreement coefficients. Form B was not acceptably reliable. The effect of the novel item-types on the estimation of reliability was investigated and no significant effect was found.Form A and the Edinburgh Reading Test, Form 4, were administered to 470 pupils. Form A had concurrent validity and internal consistency. Testees were followed up after leaving school. The employers of those obtaining jobs were asked to complete rating forms on their job performance. Due to local labour market conditions and a low return of these forms, the predictive validity of the test could not be established. Valid applications of the test are discussed.Computerised question and vocabulary banking systems were developed to support test construction.An analysis of errors made on Form A was undertaken. Implications for specific diagnosis are discussed.The nature of further research in the area is considered and recommendations made.