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ERIC Number: ED428330
Record Type: RIE
Publication Date: 1999-Apr-20
Pages: 25
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Advocates for Combining Alternative with Traditional Literacy Assessments and Evaluation/Grading Procedures: Practices Benefiting New Teachers.
Rogers, Sue F.; Riedel, Pamela B.
A three year study on assessment and grading beginning with preservice reading education teachers and continuing through their student teaching and into their first year of teaching reveals indications that instructor modeling and group work on specific instructional units for developing and using alternative assessment and evaluation procedures in the classroom has positive effects. New teachers appeared to have developed a philosophy that assessment and grading in the literacy classroom are shared responsibilities in which communication of student performance is crucial. (Contains 14 references and 6 tables of data; the survey instrument is attached.) (Author/RS)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the College Reading Association (Myrtle Beach, SC, October 31-November 3, 1999).