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ERIC Number: ED400516
Record Type: Non-Journal
Publication Date: 1996
Pages: 31
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Improving the Usefulness and Effectiveness of Reading Assessment. Instructional Resource No. 33.
Afflerbach, Peter; Moni, Karen
There is considerable interest in reading assessment and the influence that reading assessment can have on what is taught and learned in school. However, little is known about how teachers, administrators, parents, and students communicate and understand reading assessment information. Lacking this knowledge, educators do not know what kinds of reading assessment are useful to teachers and students. A study investigated the communication of reading assessment information between teachers and students in a metropolitan elementary school. Reading assessment information encountered in a sixth-grade classroom was the focus, as well as the experiences and issues that emerged in the yearlong investigation of how the teacher and a student communicated and understood reading assessment information. Findings suggest that successful communication of reading assessment information is never guaranteed, and that careful work must be done to create a context in which students understand what is intended. Contains nine references. (Author/RS)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Reading Research Center, Athens, GA.; National Reading Research Center, College Park, MD.