Essential Readings on Assessment

International Reading Assoc.
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“Reading assessment informs our understanding of individual students and our related efforts to best teach them, which shapes students’ self-concepts, motivations, and attitudes related to reading. It signifies, to many, the success and accountability of our teachers and schools.” —Peter Afflerbach, from the Introduction

Learn how reading assessment can improve instruction and learning with the research-based, peer-reviewed articles in this collection, selected and introduced by noted expert Peter Afflerbach.

Fifteen articles cover a broad spectrum of practices and theory related to gathering, interpreting, and using assessment information, including

  • The central role teachers can play in reading assessment
  • How assessment fits into our evolving understanding of reading
  • Systemic approaches to developing reading assessment
  • The impact of formative assessment on student development
  • The consequences of assessment

Afflerbach’s Introduction and the questions for reflection that accompany each article can help you tailor the book to meet your needs—especially useful for school-based professional development and teacher education.

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Additional Information

Publisher
International Reading Assoc.
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Published on
Sep 16, 2010
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Pages
208
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ISBN
9780872078123
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Language
English
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Genres
Education / Evaluation & Assessment
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Content Protection
This content is DRM protected.
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Peter Afflerbach
Why do we assess reading? What do we assess when we assess reading? How, where, and when do we assess reading? Reading instruction and assessment expert Peter Afflerbach addresses these questions and much more in the 3rd edition of Understanding and Using Reading Assessment, K–12.

Using the CURRV model to evaluate reading assessment methods—including reading inventories, teacher questioning, performance assessment, and high-stakes reading tests—Afflerbach considers the consequences and usefulness of each method, the roles and responsibilities of key stakeholders, and the reliability and validity of the assessments. In addition, he examines four important but often overlooked aspects of reading assessment:

• Assessment accommodation for English-language learners and students with special needs

• Assessment of noncognitive aspects of reading, such as motivation, engagement, self-concept, and self-efficacy

• The use of formative and summative assessment

• The importance of self-assessment in building reading independence

 The book provides detailed case studies from all grade levels to illustrate reading assessment done well. It also includes 15 reproducible forms and checklists that teachers and administrators can use to optimize their reading assessment efforts.

Students are expected to read increasingly complex texts and to complete increasingly complex reading-related tasks to demonstrate their growth as readers. This book offers teachers and administrators alike a clear path to helping students meet those expectations.

This book is a co-publication of ASCD and ILA.

New to the 3rd edition:

• New chapter “Formative and Summative Assessment”

• Three significantly revised chapters—Performance Assessment; Assessment Accommodation for English Learners and Students With Special Needs ("Accommodation and Reading Assessment" in 2nd edition); Assessing "the Other": Important Noncognitive Aspects of Reading

• Fifteen reproducible and downloadable forms and checklists

Michael Pressley
Researchers from a variety of disciplines have collected verbal protocols of reading as a window on conscious reading processes. Because such work has occurred in different disciplines, many who have conducted verbal protocol analyses have been unaware of the research of others. This volume brings together the existing literature from the various fields in which verbal protocols of reading have been generated. In so doing, the authors provide an organized catalog of all conscious verbal processes reported in studies to date -- the most complete analysis of conscious reading now available in the literature.

When the results of all of the studies are considered, there is clear support for a number of models of reading comprehension including reader response theories, schema perspectives, executive processing models, and bottom-up approaches such as the one proposed by van Dijk and Kintsch. The summary of results also demonstrates that none of the existing models goes far enough. Thus, a new framework -- constructively responsive reading -- is described. This new model encompasses reader response, schematic and executive processing, and induction from word- and phrase-level comprehension to higher-order meaning. The important concept in this new model is that readers respond to bits and pieces of text as they are encountered, all as part of the overarching goal of constructing meaning from text.

This volume also includes a critical review of the thinking aloud methodology as it has been used thus far. This examination suggests that it continues to be an immature methodology, and that much work is needed if a complete theory of conscious processing during reading is to be developed via verbal protocol analysis. Finally, after reviewing what has been accomplished to date, the authors provide extensive discussion of the work that remains to be done and the adequacy of the verbal protocol methodology for permitting telling conclusions about text processing.
James V. Hoffman
This book appears at a time when the crisis rhetoric about schools, teaching, and learning to read is extremely high. There is a rising call within the profession for a balanced perspective on reading. Balancing Principles for Teaching Elementary Reading aspires to help set the agenda for improving the quality of literacy instruction in the United States--by recentering the debate from "What's better, 'whole language' or 'phonics'?" to "What can we do in reading instruction to prepare all children for the literacy demands of the next century?"

The authors, all members of the professional community of reading educators, work on a daily basis with teachers in classrooms, prospective teachers, clinicians, and tutors. Their goal for this book is to represent what they have learned about effective teaching and learning as members of this community. It is written with four purposes in mind:
* to offer a principled conception of reading and learning to read that is considerate of both the personal dimensions of literacy acquisition as well as the changes that are taking place in society,
* to summarize key findings from the research that relate specifically to effective teaching practices,
* to describe current practices in reading instruction with specific comparisons to the principles of effective practice that are identified, and
* to suggest an action agenda that is school-based and designed to promote positive changes in the quality of instruction.

This text offers a perspective for teaching that provokes members of the reading education community to think about their underlying beliefs about teaching and their shared commitment to making schools more effective for the students they serve. It is envisioned as a resource to be used in building a community of learners--to be read with professional colleagues in a course of study, in a teacher-researcher book club, or in some type of in-service setting. Readers are encouraged to debate the ideas presented, to challenge the authors' conceptions with their own reality, to make sense within a community about what action is desirable. Some specific suggestions and strategies are provided as springboards for further exploration and action.
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