Reading Outcomes Framework Toolkit

Intellectual outcomes

Attainment

Educational attainment can be measured by asking individuals about their performance in public examinations, or by asking for this information from school, college or parents if appropriate permissions are in place. For analysing the outcomes of a group or cohort data can be combined by assigning points to different grades.

No questions that meet our criteria have been identified for 'Attainment' in a workplace context. You might like to look at the existing evidence about this outcome in the evidence section or refer to the methods section for information about different methods and how to develop your own questions to measure outcomes.

If you know of a question that can be used for this outcome let us know and we will consider it for future versions of the toolkit - we plan to update it when possible. Send full details to The Reading Agency

Critical thinking

No questions that meet our criteria have been identified for 'Critical thinking'. You might like to look at the existing evidence about this outcome in the evidence section or refer to the methods section for information about different methods and how to develop your own questions to measure outcomes.

If you know of a question that can be used for this outcome let us know and we will consider it for future versions of the toolkit - we plan to update it when possible. Send full details to The Reading Agency

Focus and concentration

     

Have you recently been able to concentrate on whatever you're doing?

  • Better than usual
  • Same as usual
  • Less than usual
  • Much less than usual

Source: Northern Ireland Young Life and Times Survey (2011) - Question 60.

Alternative source: The Health Survey for England (2014) - Household Questionnaire developed by the HSCIC. p. 144 - Question 13.

Tip: This question has been used in multiple surveys with the same wording, aimed at both young people and adults - click either of the sources to go to the full resources.

   

How much do you agree or disagree with the following statements about how you were feeling when you were doing the activity?

  • I feel just the right amount of challenge
  • My thoughts/activities run fluidly and smoothly
  • I do not notice time passing
  • I have no difficulty concentrating
  • My mind is completely clear
  • I am totally absorbed in what I am doing
  • The right thoughts/movements occur of their own accord
  • I know what I have to do each step of the way
  • I feel that I have everything under control
  • I am completely lost in thought

Scale: Not at all / Partly / Very much

Source: Flow Short Scale (2003) by Rheinberg et al. Items 1-10.

Tip: This question is designed to be used by interrupting an activity.

Knowledge

Measurement of knowledge outcomes will depend on the area of knowledge that an activity is intended to impact on. Appropriate questions should be decided according to context.

You might like to look at the existing evidence about this outcome in the evidence section or refer to the methods section for information about different methods and how to develop your own questions to measure outcomes.

Language and literacy

There are a range of ways to measure language and literacy, including using specific reading or literacy skill tests. Most require payment and it was beyond the scope of this project to review these tools in depth. Therefore we are not able to recommend one tool over and above another. Decisions about how to measure language and literacy outcomes will depend on your specific situation, priorities and budget.