Kathleen Sheehan

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As part of its nonprofit mission, ETS conducts and disseminates the results of research to advance quality and equity in education and assessment for the benefit of ETS's constituents and the field. To obtain a PDF or a print copy of a report, please visit: Abstract The Common Core Standards call for students to be exposed to a much greater level of text(More)
Many widely-used approaches for assessing text difficulty provide a single prediction equation that is assumed to hold for texts belonging to a variety of different genres. This paper demonstrates that such models tend to overpredict the difficulty of informational texts while simultaneously underpredicting the difficulty of literary texts. Mechanisms that(More)
As part of its nonprofit mission, ETS conducts and disseminates the results of research to advance quality and equity in education and assessment for the benefit of ETS's constituents and the field. To obtain a PDF or a print copy of a report, please visit: Abstract This paper presents the rationale and research base for a reading competency model designed(More)
Many existing approaches for measuring text complexity tend to overestimate the complexity levels of informational texts while simultaneously underestimating the complexity levels of literary texts. We present a two-stage estimation technique that successfully addresses this problem. At Stage 1, each text is classified into one or another of three possible(More)
We have developed the TextEvaluator system for providing text complexity and Common Core-aligned readability information. Detailed text complexity information is provided by eight component scores, presented in such a way as to aid in the user's understanding of the overall readability metric, which is provided as a holistic score on a scale of 100 to 2000.(More)
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