Quality Assurance in the National Tests of English: Investigating What Makes Reading Difficult


  • Angela Hasselgreen University of Berge
  • Torbjørn Torsheim University of Bergen
  • Craig Grocott UniResearch




assessment, testing, reading difficulty


This article presents a piece of research, conducted in order to validate the claims made in test results, concerning what it means – in terms of reading ability – to be placed at a particular mastery level. It will consider the question of what makes reading tasks difficult, and whether data from the National Tests of English (NTE) supports the progression of subskills/reading operations as presented in the mastery level descriptors, which are the basis of test results

Author Biographies

Angela Hasselgreen, University of Berge

Professor of language didactics. Research Group for Language Testing and Assessment

Torbjørn Torsheim, University of Bergen

Professor, Institutt for samfunnspsykologi


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Additional Files



How to Cite

Hasselgreen, Angela, Torbjørn Torsheim, and Craig Grocott. 2017. “Quality Assurance in the National Tests of English: Investigating What Makes Reading Difficult”. Bergen Language and Linguistics Studies 7 (September). https://doi.org/10.15845/bells.v7i0.1083.