ABSTRACT
This chapter presents a study investigating the reliability and validity of KS1 SAT reading-assessment scores and the individually administered word-reading tests of the British Ability Scales and the Differential Ability Scales. The former had been standardized on a nationally representative sample of British pupils in 1976; the latter on a representative sample of American pupils in 1989. The results cast doubts on the reliability, validity and utility of the NC SATs in assessing standards and progress in reading.
