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ERIC Number: ED328875
Record Type: RIE
Publication Date: 1990-Nov
Pages: 18
Abstractor: N/A
The Practicability of Informal Assessment Tools for Holistic Decision-Making in a Primary School.
Hodges, Carol A.
This study compared teacher-rated classroom ability groupings with total reading scores reported on standardized tests. Kindergarten teachers divided their students into three groups according to how well they had mastered a set of criteria which the teachers felt represented the successful reader and writer at the end of kindergarten. Results indicated a significant relationship among the groups and the total reading score obtained on the standardized test. In an effort to help those teachers who felt they needed to become better assessors in order to make daily instructional decisions, the school year was spent clarifying their instructional philosophy and creating a variety of informal assessment tools based on that philosophy. What resulted was a refinement of the conception of the successful reader and writer at the end of kindergarten that enabled teachers to structure their instruction and to begin to plan a series of observations. At the end of the 1989-1990 school year the kindergarten teachers again divided their students into three groups based on their refined conception of a successful reader and writer at the end of kindergarten. A comparison of these classroom ability groupings with the total reading test scores reported on the reading test showed that again there was a significant relationship. While the kindergarten teachers used their informal assessment to make daily instructional decisions and to report to parents, the same informal measures were not given a great deal of credibility by first grade teachers who did not share a similar instructional philosophy. (Two tables of data and two figures are included.) (MG)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the College Reading Association (34th, Nashville, TN, November 2-4, 1990).