The US seem more aware of the issue and have new assessments (PARCC and Smarter Balance) which are explicitly aligned to the Common Core State Standards.
https://twitter.com/ged10/status/1381665449931382790
These focus more on pupils providing evidence from texts to support answers and organise texts by disciplinary areas also requiring synthesis across text and the construction of written arguments based on text sets.
Still timed and largely multiple choice but require more critical and disciplined focus comprehension.
However, and here's the rub, despite being apparently more authentic, the persistent disparities across race, ethnicity and class persist. As Lee (2020) states, 'increasing the complexity of reading (comprehension) assessments does not shift the persistent disparities.' (2020:37)
Perhaps the assessment of a cognitive demand that entails the reader, the task, the text and the context (Valencia et al., 2014) with displays of competence understood as the outgrowths of dynamic relationships across all four factors is just too difficult.
'Don't teach a pig to dance. It wastes your time and annoys the pig.' Confucius
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